Comparison of the Effect of Teachers Speaking Only English in English Language Teaching on Students' Anxiety According to Gender and Graduation Status: A Quantitative Research

Year 2024, Volume: 11 Issue: 1, 73 - 94, 14.09.2024

Kamil Yar , Fatih Çemrek

https://doi.org/10.59409/ojer.1440405

Abstract

This casual comparative study investigated the impact of exclusive English Language instruction by teachers on students’ anxiety levels in the context of English language learning, with a particular focus on the students’ graduation status. The research was conducted among 450 participants enrolled in English language programs at two private educational institutions in Eskişehir. All participants were university students, undergoing English speaking lessons delivered by both local and foreign instructors. Data collection employed the English Speaking Anxiety Scale, and the statistical analysis was executed using SPSS software. Descriptive statistics, including mean, standard deviation, t-test, and one-way analysis of variance (ANOVA), were employed to analyse the acquired data. The findings revealed that the exclusive use of English by teachers during second language instruction did not significantly impact students’ anxiety level based on gender. However, a noteworthy distinction emerged between university graduates and non-graduates, suggesting that anxiety levels were lower among the former group.

Keywords

English speaking anxiety, teacher’s speaking, teacher’s role

References

• Baş, G. (2014). Lise öğrencilerinde yabancı dil öğrenme kaygısı: Nitel bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 36, 115–116.
• Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. (1. Baskı). Ankara: Pegem Akademi.
• Ekizer, F. N. (2021). The effect of project-based teaching on language learner’ ssuccess in social environments. Training Social Actors in ELT. Akademisyen Yayınları, 105-117.
• Gaonac’h, D. (2006). L’Apprentissage précoce d’une langue étrangère. Le point de vue de la psycholinguistique. Paris: Hachette.
• Hardacre, B. and Güvendir, E. (2020) ‘Second language learning anxiety’, The TESOL Encyclopedia of English Language Teaching. 1–7. doi:10.1002/9781118784235.eelt0988.
• Horwitz, E. K. (1996). Even teachers get the blues: recognizing and alleviating language teachers’ feeling of foreign language anxiety. Foreign Language Annals, 29(3), 365-372. doi:10.1111/j.1944-9720.1996.tb01248.x
• İpek, H. (2016). A qualitative study on foreign language teaching anxiety. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), p. 94. doi:10.14689/issn.2148-2624.1.4c3s5m
• Kerlinger, F. N., & Lee, H. B. (1999). Foundations of behavioral research. New York: Harcourt College Publishers.
• Kline, R. B. (2005). Principles and practice of structural equation modelling. NewYork: The Guilford Press.
• Krahnke, K. J., & Krashen, S. D. (1983). Principles and practice in second language acquisition. TESOL Quarterly, 17(2), p. 300. doi:10.2307/3586656.
• Krashen, S. (1982). Principles and practice in second language learning and acquisition. Oxford: Pergamon.
• Lenneberg, E. (1967). Biological foundations of language. New York: Wiley-Blackwell.
• Li, C. H. (2016). The effect of anxiety on university-Level L2 learner ability to recall items in the Lexicon. The Journal of Language Learning and Teaching, 5(1), 24-33.
• MacIntyre, P., & Gardner, R. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 284. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
• Medgyes, P. (1994). The Non-native Teacher. Hong Kong: MacMillan.
• Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80–94. https://doi.org/10.17569/tojqi.08990
• Merzifonluoğlu, A. (2014). An investigation into English speaking problems of students at ELT department. Ataturk University. Yüksek Lisans Tezi. Erzurum: Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü.
• Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, 3(1), pp. 871–874. https://doi.org/10.31142/ijtsrd19061.
• Nguyen, H. C. (2019). Motivation in learning English language: A case study at Vietnam National University, Hanoi. The European Journal of Educational Sciences, 06(01). https://doi.org/10.19044/ejes.v6no1a4.
• Nurbavliyev, O., Kaymak, S., & Sydykov, B. (2022). The effect of active learning method on students' academic success, motivation and attitude towards mathematics, Journal of Language and Linguistic Studies, 18(2), 701-713.
• Ohata, K. (2005). Language anxiety from the teacher’s perspective: Interviews with seven experienced ESL/EFL teachers, Journal of Language and Learning, 3(1), 133-155.
• Orakcı, Ş. (2018). İngilizce Konuşma Kaygısı ölçeği’nin geçerlik ve güvenirlik çalışması, İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 1–18. https://doi.org/10.29129/inujgse.375916.
• Öztürk, G. (2016). İngilizceyi yabancı dil olarak öğreten öğretmenlerin yabancı dil öğretimi kaygısı: Türkiye’den bir örneklem, Sakarya University Journal of Education, 6(6), p. 55. doi:10.19126/suje.220180.
• Siddiqui, S., & Ahamed, M. M. (2020) ‘Teachers’ roles beyond and within the context: An ever-changing concept’, Arab World English Journal, 11(1), pp. 290–291. doi:10.24093/awej/vol11no1.21.
• Tamimi Sa’d, S. H., & Qadermazi, Z. (2015) ‘L1 use in EFL classes with English-only policy: Insights from triangulated data’, Center for Educational Policy Studies Journal, 5(2), 159–175. https://doi.org/10.26529/cepsj.147.
• Worde, R. V. (2003). Students' Perspectives on foreign language anxiety. Inquiry: Critical Thinking Across The Disciplines, 8(1), 1- 15.