The Effect of Language Learning Anxiety on English Oral Performance
DOI:
https://doi.org/10.23918/ijsses.v9i3p337Keywords:
Language Learning Anxiety, Foreign Language, Second Language, Oral Performance, Speaking Skills, English LanguageAbstract
English is one of the most spoken languages in all over the world. Not in every country, English is used or spoken as a native language and in countries where English is not commonly used, people of it when get to foreign countries for academic purposes or other purposes, face difficulties. One major problem they go through is anxiety which is known as language learning anxiety. All individuals go through language learning anxiety at some point of their language learning careers. It is actually the feeling of tension, nervousness and fear while speaking English language which ultimately affects their oral performances. English oral performance is directly linked to the ability and skills of a person speaking that language. Three types of language learning anxiety which include trait anxiety, state anxiety and situation-specific anxiety is discussed in the paper. Effective oral performance is very important for the successful delivery of English language which could be impacted by any of the types of anxiety. In classrooms also, students who suffer from anxiety in many cases are reluctant to perform oral communication activities because of the perception they have in their mind about the poor delivery of performance. Anxiety in language learning is not just about having feared of speaking in public but it is supposed to be the one most significant element which affects learner’s English language learning in other aspects too.
References
Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students’ achievement on examinations. Journal of Language Teaching and Research, 6(4), 855.
Alnuzaili, E.S., & Uddin, N. (2020). Dealing with anxiety in foreign language learning classroom. Journal of Language Teaching & Research, 11(2).
Anjaniputra, A.G. (2018). Language anxiety of English as a foreign language as perceived by learners in vocational school. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 6(2).
Djafri, F., & Wimbarti, S. (2018). Measuring foreign language anxiety among learners of different foreign languages: In relation to motivation and perception of teacher’s behaviors. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 1-15.
Hu, L., & Wang, N. (2014). Anxiety in foreign language learning. In International Conference on Global Economy, Commerce and Service Science (Vol. 1, pp. 122-124).
Gravellier, L., Hunter, J., Muller, P., Pellegrini, T., & Ferrané, I. (2021). Weakly supervised discourse segmentation for multiparty oral conversations. In 2021 Conference on Empirical Methods in Natural Language Processing (EMNLP 2021) (pp. 1381-1392). Association for Computational Linguistics.
Liu, H.J., & Chen, T.H. (2013). Foreign language anxiety in young learners: How it relates to multiple intelligences, learner attitudes, and perceived competence. Journal of Language Teaching & Research, 4(5).
Liu, M. (2018). Interactive effects of English-speaking anxiety and strategy use on oral English test performance of high-and low-proficient Chinese university EFL learners. Cogent Education, 5(1), p.1562410.
Marwan, A. (2016). Investigating students’ foreign language anxiety. Malaysian Journal of ELT Research, 3(1), p.19.
MacIntyre, P.D. (2017). An overview of language anxiety research and trends in its development. New insights into language anxiety: Theory, research and educational implications, pp.11-30.
Naser Oteir, I., & Nijr Al-Otaibi, A. (2019). Foreign language anxiety: A systematic review. Arab World English Journal (AWEJ) Volume, 10.
Pamungkas, A. (2018). The Effect of English Language Anxiety on Speaking Performance of English Department Students. RETAIN, 6(3).
Suwarno, P. (2017). The importance of oral performance: What makes a successful proficiency-based foreign language program. ISLLAC: Journal of Intensive Studies on Language, Literature, Art, and Culture, 1(1), 1-18.
Subekti, A.S. (2018). Investigating the relationship between foreign language anxiety and oral performance of non-English major university students in Indonesia. Dinamika Ilmu: Jurnal Pendidikan, pp.15-36.
Turkan, S., & Buzick, H.M. (2016). Complexities and issues to consider in the evaluation of content teachers of English language learners. Urban Education, 51(2), 221-248.
Thompson, A.S., & Lee, J. (2014). The impact of experience abroad and language proficiency on language learning anxiety. TESOL Quarterly, 48(2), 252-274.
Chen, M.R.A., & Hwang, G.J. (2020). Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817-834.
Chen, M.R.A., & Hwang, G.J. (2020). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments, pp.1-21.
Yassin, A.A., & Razak, N.A. (2018). Investigating foreign language learning anxiety among Yemeni university EFL learners: A theoretical framework development. English Language Teaching, 11(10), 38-51.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational StudiesInternational Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)