A Study of the Factors Contributing to English Language Learning Anxiety in Classroom Perceived by Computer Engineering Students and English Major Students at Naresuan University
Keywords:
Foreign Language Anxiety, English as a Foreign Language, Hypothesis FiltersAbstract
The purpose of this study was to investigate the factors causing the English language learning anxiety in classroom of 2 groups of students. In order to investigate the level and the differences of the factors concerning English language learning anxiety in classroom between two groups of students, 49 third year English major students and 39 third year Computer Engineering major students from Naresuan University were chosen as participants. This study adapted and utilized the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) as the main instrument. Furthermore, this study had included in-depth interview questions, which were adapted from the constructed interview of Toth (2011), in order to find additional factors concerning English language learning anxiety in classroom.
The results of this study revealed that the level of English language learning anxiety of the participants from both groups were significantly different in 2 factors, namely speak anxiety and fear of negative evaluation and negative attitudes towards the English class, and not in the other 3,: uncomfortableness when speaking with native speakers, negative self-evaluation and fear of failing the class/consequences of personal failure.
Additionally, the results from the interview section were similar in some aspects. However, some unique additional factors of each group were found with regard to people’s expectation towards the participants’ respective field of study.
References
2. Barley, M. (2011). “An exploration of speaking-in-class anxiety with Chinese ESL learners,” Procedia - Social and Behavioral Sciences. 39(2) : 201-214.
3. Daubney, M. (2005). “Language anxiety: Creative or negative force in the language classroom?” [Online]. Available: http://www.hltmag.co.uk/sep07/sart03.htm#C8.html Retrieved November 21, 2017.
4. Horwitz, E.J., Horwitz, M. B., & Cope, J. (1986). “Foreign language classroom anxiety,” The Modern Language Journal. 70(2): 125-132.
5. Jindathai, S. (2015). Factors affecting English speaking problems among Engineering students at Thai-Nichi institute of technology. The 3rd National Interdisciplinary Academic Conference (TNIAC 2015). (pp. 344-348). Thai-Nichi Institute of Tecnology, Bangkok.
6. MacIntyre, P. D. (2010). “How does anxiety affect second language learning? A reply to Sparks and Ganschow,” The Modern Language Journal. 79(1): 90-99.
7. Mandl, J. (2016). “Why are all programming languages in English?” [Online]. Available: https://www.linkedin.com/pulse/why-all-programming-languages-english-jenny-mandl.html. Retrieved November 21, 2017.
8. Oda, A. H. (2011). “The effect of anxiety on learning English as a foreign language,” Journal of the College of Arts. 58: 1-24.
9. Riemer, M. J. (2002). “English and communication skills for the global engineer,” Global J. of Engng. Educ. 6(1): 91-100.
10. Sailaja, Ch. S. (2015). “A study of anxiety of Engineering students towards English language,” European Journal of English Language Teaching. 1(1) : 1-13.
11. Toth, Z. (2008). “Foreign language anxiety – for beginners only?,” WoPaLP. Vol.2: 55-70.
12. Toth, Z. (2011). “Foreign language anxiety and advanced efl learners: an interview study,” WoPaLP. Vol.5: 39-57.
13. Xu, W. (2012). An investigation of factors contributing to speaking-in-class anxiety perceived by English Majors at Naresuan University. Master of Arts Thesis, Naresuan University, Phitsanulok, Thailand.
14. Zare, P., & Riasati, M. J. (2012). “The relationship between language learning anxiety, self-esteem, and academic level among Iranian EFL learners,” Pertanika J. Soc. Sci. & Hum. 20(1): 219 – 225.
Downloads
Published
How to Cite
Issue
Section
License
บทความลิขสิทธิ์ของวารสารมหาวิทยาลัยราชภัฎลำปาง
