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An exploration of speaking-in-class anxiety with Chinese ESL learners

Name: Mickey, Chan

Instructor: Teresa, Hsu

Date:2015/ 01/12

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Citation

Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202–214. doi:10.1016/j.system.2011.04.002

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ContentIntroduction

Literature review

Method

Results

Conclusion

Reflection

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Introduction

Background

Purpose of the study

Research question

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Background

Given that learners’ feelings about learning affect their ability to learn, research evidence reveals that one of the most important affective variables in the process is anxiety.

(Brown, 1987;Chastain,1976; Macintyre & Gardner, 1911)

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Purpose of the study

An investigation into the anxieties of Hong Kong Chinese students of spoken English

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Research question

1. What are the factors contributing to the speaking-in-class anxiety of Chinese ESL first-year university students in Hong Kong?

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Literature review

Anxiety and speaking-in-class anxiety

Impact of ESL speaking-in-class anxiety on

Hong Kong students

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Anxiety and speaking-in-class anxiety

Speaking in class is probably the most

frequently cited concern of anxious second

language learners.

(Aida,1994; Liu&Jackson,2008; Mak&white,1997)

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Impact of ESL speaking-in-class anxiety on Hong Kong students

English, one of two official languages, is

considered an important curriculum

element. It reveals that Hong Kong’s

students have few opportunities to speak

English in class.(Liu&Littlewood,1997)

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Method

Participants

Instrument

Data analysis

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Participant

313 first-year randomly selected participants from a Hong Kong university taking compulsory English for academic purpose courses

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Instrument

Describe the design of the questionnaire and explain the 33 items Part one section A

Describe the additional six questionnaire items

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Procedure

The sections were modified to provide four choices. Ask students filled out the questionnaire in their English lessons

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Results

Factors contributing to speaking-in-class

anxiety identified by factor analysis

Factors contributing to speaking-in-class

anxiety as identified by items 34-39 in

part one, section B of the questionnaire

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Factor analysis1. Speech anxiety and fear of negative

evaluation2. Comfortableness when speaking with

native speakers3. Negative attitudes towards the English

class4. Negative self-evaluation 5. Fear of failing the class consequences

of personal failure

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Factor analysis

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Items 34-39 in part one, section B of the questionnaire

Results indidcate that enough wait-time helps lower the ESL speaking-in-class anxiety of participants because the mean for item37 of 3.02 is the highest of all 39 items.

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Conclusion

This study are discussed not only for Chinese speakers of English but also for non-Chinese learners. It reveals that negative self-evaluation is an important factor leading to speaking-in-class anxiety.

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Reflection

Practice makes perfect.

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Thank you