A Qualitative Analysis of EFL College Students’ Speaking Anxiety in an English Clinic
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The purpose of this study was to investigate the anxiety of students participating in an English clinic. This study aimed to explore the characteristics of language anxiety in the clinic and the difference in the level of students’ anxiety towards international peer tutors and adult native instructors. Five university students participated in this study. Qualitative research was utilized with the inclusion of quantitative component using FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, Horwitz, & Cope (1986). The result of data analysis indicated that participants showed communication apprehension toward both groups and the fear of negative evaluation toward adult native instructors. Participants, depending on their English ability, showed language anxiety differences. Participants with higher level of proficiency showed lower anxiety towards peer tutors than adult native instructors, while participants with lower level of proficiency did not show differences in anxiety towards both groups. Conclusively, learners can vary widely in their foreign language abilities, motivational intensity, and willingness to communicate, all of which can affect their degree of anxiety when speaking with others in foreign language. Implications for pedagogy and recommendations for further research are suggested.
Abstract
The purpose of this study was to investigate the anxiety of students participating in an English clinic. This study aimed to explore the characteristics of language anxiety in the clinic and the difference in the level of students’ anxiety towards international peer tutors and adult native instructors. Five university students participated in this study. Qualitative research was utilized with the inclusion of quantitative component using FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, Horwitz, & Cope (1986). The result of data analysis indicated that participants showed communication apprehension toward both groups and the fear of negative evaluation toward adult native instructors. Participants, depending on their English ability, showed language anxiety differences. Participants with higher level of proficiency showed lower anxiety towards peer tutors than adult native instructors, while participants with lower level of proficiency did not show differences in anxiety towards both groups. Conclusively, learners can vary widely in their foreign language abilities, motivational intensity, and willingness to communicate, all of which can affect their degree of anxiety when speaking with others in foreign language. Implications for pedagogy and recommendations for further research are suggested.
참고문헌 (25)
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