Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr

Amanuel Kidane Albore

doi:doi:10.11648/j.allc.20190401.11

| Peer-Reviewed

Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr

Amanuel Kidane Albore

Published in Arabic Language, Literature & Culture (Volume 4, Issue 1)

Received: 18 February 2019 Accepted: 30 March 2019 Published: 11 May 2019

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.

Published in	Arabic Language, Literature & Culture (Volume 4, Issue 1)
DOI	10.11648/j.allc.20190401.11
Page(s)	1-15
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Anxiety, Foreign Language Classroom Anxiety Scale, Cause, Bench Maji

References

[1]	Ahmed, N. F. (2016). An exploration of speaking anxiety with Kurdish University EFL learners. Journal of Education and Practice, 7(27), 99-106.
[2]	Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysia Journal of Learning and Instruction, 13, 63-82.
[3]	Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House.
[4]	Chan, D. Y. C. & Wu, G. C., 2004. A Study of Foreign Language Anxiety of Elementary School EFL Learners in Taiwna. The proceedings of the 2000 educational academic conference in National Taipei Teachers College (pp. 85-100).
[5]	Cubuku. F., 2007. ‘Foreign Language Anxiety’. Iranian Journal of Language Studies, Vol. 1(2) pp 133-142.
[6]	Daly, J. A. (1991). Understanding communication apprehension: An introduction for language educators. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From theory and research to classroom implications (pp. 3-13). Englewood Cliffs, NJ: Prentice Hall
[7]	Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners’ speaking difficulties. Procedia - Social and Behavioral Sciences 232, 338-345.
[8]	Dörnyei, Z., 2001. Motivational Strategies in the Language Classroom, Cambridge: Cambridge University Press. (Accessed on December 10/2010).
[9]	Ely, C. M., 1986. ‘An Analysis of Discomfort, Risk Taking, Sociably and Motivation in L2 classroom’. Language Learning, 36(1), 1-24.
[10]	Foss, K. A., A. C., Reitzel, 1988. ’A Relational Model for Managing Second Language Anxiety’. TESOL Quarterly, 22:3 (437-454).
[11]	Gerencheal, B. (2016). Gender differences in foreign language anxiety at an Ethiopian university: Mizan-Tepi University third year English major language learners in focus. African Journal of Education and Practice, 1(1), pp 1-16. https://www.iprjb.org/journals/index.php/AJEP/article/view/65
[12]	Han, T., Tanriöver, A. S. & Şahan, Ö. (2016). EFL students’ and teachers’ attitudes toward foreign language speaking anxiety: A look at NESTs and Non-NESTs. International Education Studies, 9(3), 1-11.
[13]	Horwitz, E. K., 1986. ‘Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale’. TESOL Quarterly 20(3):559-562.
[14]	Horwitz, E. K., M. B, Horwitz, and J. Cope, 1986. ‘Foreign Language Classroom Anxiety’. Modern Language Journal, 70(2), 125-132.
[15]	MacIntyre, P. D., and R. C. Gardner, 1989. Anxiety and Second Language Learning: Toward a Theoretical Clarification. http://publish.uwo.ca/(Accessed on December 10/2010).
[16]	Macintyre, P. D. and R. C. Gardner, 1991a. ‘Methods and Results in the Study of Anxiety and Language Learning: A Review of Literature’. Language Learning, 41, 85-117.
[17]	Macintyre, P. D. and R. C. Gardner, 1991b. Investigating Language Class Anxiety Using the Focused Essay Technique. The Modern Language Journal. 75. 296–304.
[18]	MacIntyre, P. D., and R. C. Gardner, 1994. ‘The Subtle effects of Language Anxiety on Cognitive Processing in the Second Language’. Language Learning, 44 (2): 285-305.
[19]	Ohata, K., 2005. ‘Language Anxiety from the Teacher’s Perspective: Interviews with Seven Experienced ESL/EFL Teachers’, Journal of Language and Learning, Vol. 3 (1), pp. 133-155 http://jounals.cambridge.org/download.phpfile? (Accessed 14/5/2008).
[20]	Onwuegbuzie, A., Bailey, P., & Daley, C. (2000). Cognitive, Affective, Personality, and Demographic Predictors of Foreign-Language Achievement. The Journal of Educational Research, 94(1), 3-15. Retrieved from http://www.jstor.org/stable/27542298
[21]	Onwuegbuzie, A. J. and N. L. Leech, 2004. Enhancing the Interpretation of Significant Findings: The Role of Mixed Methods Research. Paper Presented at the Annual Meeting on the Eastern Educational Research Associations, (February).
[22]	Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In Elaine H. and Dolly Y. (eds.). Language Anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.
[23]	Sutarsyah, C. (2017). An Analysis of Student’s Speaking Anxiety and its Effect on Speaking Performance. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(2), 143–152.
[24]	Young, D. J., 1991. ‘Creating a Low- Anxiety Classroom Environment: What does Language Anxiety Research Suggest?’ The Modern Language Journal, 75, 426-435.

Cite This Article

Plain Text BibTeX RIS

APA Style

Amanuel Kidane Albore. (2019). Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr. Arabic Language, Literature & Culture, 4(1), 1-15. https://doi.org/10.11648/j.allc.20190401.11

Copy | Download

ACS Style

Amanuel Kidane Albore. Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr. Arab. Lang. Lit. Cult. 2019, 4(1), 1-15. doi: 10.11648/j.allc.20190401.11

Copy | Download

AMA Style

Amanuel Kidane Albore. Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr. Arab Lang Lit Cult. 2019;4(1):1-15. doi: 10.11648/j.allc.20190401.11

Copy | Download

@article{10.11648/j.allc.20190401.11,
  author = {Amanuel Kidane Albore},
  title = {Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr},
  journal = {Arabic Language, Literature & Culture},
  volume = {4},
  number = {1},
  pages = {1-15},
  doi = {10.11648/j.allc.20190401.11},
  url = {https://doi.org/10.11648/j.allc.20190401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.allc.20190401.11},
  abstract = {This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr
AU  - Amanuel Kidane Albore
Y1  - 2019/05/11
PY  - 2019
N1  - https://doi.org/10.11648/j.allc.20190401.11
DO  - 10.11648/j.allc.20190401.11
T2  - Arabic Language, Literature & Culture
JF  - Arabic Language, Literature & Culture
JO  - Arabic Language, Literature & Culture
SP  - 1
EP  - 15
PB  - Science Publishing Group
SN  - 2639-9695
UR  - https://doi.org/10.11648/j.allc.20190401.11
AB  - This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.
VL  - 4
IS  - 1
ER  -

Copy | Download

Author Information

Amanuel Kidane Albore

English Language and Literature, Wolaita Sodo University, Wolaita Sodo, Ethiopia

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Amanuel Kidane Albore. (2019). Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr. Arabic Language, Literature & Culture, 4(1), 1-15. https://doi.org/10.11648/j.allc.20190401.11

Copy | Download

ACS Style

Amanuel Kidane Albore. Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr. Arab. Lang. Lit. Cult. 2019, 4(1), 1-15. doi: 10.11648/j.allc.20190401.11

Copy | Download

AMA Style

Amanuel Kidane Albore. Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr. Arab Lang Lit Cult. 2019;4(1):1-15. doi: 10.11648/j.allc.20190401.11

Copy | Download

@article{10.11648/j.allc.20190401.11,
  author = {Amanuel Kidane Albore},
  title = {Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr},
  journal = {Arabic Language, Literature & Culture},
  volume = {4},
  number = {1},
  pages = {1-15},
  doi = {10.11648/j.allc.20190401.11},
  url = {https://doi.org/10.11648/j.allc.20190401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.allc.20190401.11},
  abstract = {This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr
AU  - Amanuel Kidane Albore
Y1  - 2019/05/11
PY  - 2019
N1  - https://doi.org/10.11648/j.allc.20190401.11
DO  - 10.11648/j.allc.20190401.11
T2  - Arabic Language, Literature & Culture
JF  - Arabic Language, Literature & Culture
JO  - Arabic Language, Literature & Culture
SP  - 1
EP  - 15
PB  - Science Publishing Group
SN  - 2639-9695
UR  - https://doi.org/10.11648/j.allc.20190401.11
AB  - This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.
VL  - 4
IS  - 1
ER  -

Copy | Download