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Yabancı dil konuşma kaygısını belirleyen etmenler: Lise öğrencileri üzerinde bir çalışma

Year 2024, Volume: 4 Issue: 1, 35 - 46, 24.07.2024

Abstract

Çok sayıda faktörün yabancı dil öğrenme sürecini önemli ölçüde etkilediği bilinmektedir. Bu faktörler, öğrencilerin dil öğrenimine yönelik tutumlarını olumlu ya da olumsuz yönde etkileyebilir. Eğitimcilerin ve eğitmenlerin öğrencilerin duygularını dikkate almaları ve yabancı dil öğretimi ve öğreniminde çeşitli faktörleri göz önünde bulundurmaları önemlidir. Duyguların dil ediniminde oynadığı önemli rolün bilincinde olan bu çalışma, amaçlı örnekleme yoluyla seçilen 228 lise öğrencisinin yabancı dilde konuşma kaygısı düzeyini değerlendirmeyi ve kaygılarını etkileyen faktörleri belirlemeyi amaçlamaktadır. Yabancı Dilde Konuşma Kaygısı Ölçeği ve demografik sorular aracılığıyla toplanmıştır. Bulgular, katılımcıların orta düzeyde kaygı yaşadıklarını göstermektedir. Hem tanımlayıcı hem de çıkarımsal istatistikler, öğrencilerin İngilizceye olan ilgilerinin, daha önceki yurt dışı deneyimlerinin ve akademik gereklilikler dışında İngilizceye olan ilgilerinin yabancı dilde konuşma kaygıları üzerinde istatistiksel olarak anlamlı bir etkisi olduğunu göstermiştir. Çalışmada ayrıca kaygı düzeylerini etkileyen belirli sınıf içi ve dışı etkinlikler de belirlenmiştir. En popüler sınıf içi aktiviteler arasında oyunlar, film/kısa video izleme, şarkılar ve ikili/grup çalışmaları yer aldı. Sınıf dışında ise öğrenciler en çok şarkı dinleme, altyazılı film izleme ve İngilizce oyun oynama etkinliklerine katıldıklarını belirtmişlerdir. Sonuç olarak, araştırma, öğrencilerin yabancı dil konuşurken yaşadıkları kaygıyı etkileyen sınıf içi ve dışı dinamiklerle birlikte kişisel faktörlerin önemini vurgulamaktadır.

Ethical Statement

Bu araştırma, Sarıçam İlçe Milli Eğitim Müdürlüğü'nden alınan 29 Kasım 2023 tarih ve E-23702741-604.01.01.01-90832994 sayılı etik kurul izni ile TÜBİTAK 2204 Lise Öğrencileri Araştırma Projeleri Yarışması kapsamında gerçekleştirilmiştir.

Supporting Institution

Sarıçam İlçe Milli Eğitim Müdürlüğü

References

  • Ajileye, S. (1998). The Effect of Exposure to English Language Activities outside the Classroom on Written English: A Study of Selected Secondary Schools in Ilorin. [online available] http://www. unilorin. edu. ng/journals/education/ije/sept1998.
  • Ay, S. (2010). Young Adolescent Students’ Foreign Language Anxiety in Relation to Language Skills at Different Levels. The Journal of International Social Research ,3(11), 83-91.
  • Aydın, B. (2001). A Study of Sources of Foreign Language Classroom Anxiety in Speaking and Writing Classes. [Unpublished doctoral dissertation], Anadolu University, Eskişehir.
  • Brown, H., & Lee, J. (2021). Anxiety in communication vs. testing situations: An Australian perspective. Australian Journal of Psychology, 73(1), 42-53. https://doi.org/10.1080/00049530.2021.1856392
  • Chen, L., Zhang, Y., Liu, Y., & Liu, X. (2019). Comparative analysis of communication and test anxiety among university students in China. Journal of Educational Psychology, 111(2), 237-248. https://doi.org/10.1037/edu0000319
  • Claerr, T. A., & Gargan, R. (1984). The role of songs in the foreign language classroom. OMLTA Journal, 28, 28-32.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
  • Csikszentmihalyi,M.(1990). Flow: The psychology of optimal experience. NewYork, NY: Harper&Row.
  • Çelebi, S. (2009). Teachers and students’ views on anxiety in English classrooms and attitudes towardsEnglish. [Unpublished Master Thesis], Cukurova Universitesi, Adana.
  • Dellah, N. F., Zabidin, N., Nordin, N. A., Amanah, F. H., & Atan, M. A. (2020). Glossophobia: Evaluating university students' speaking anxiety in English oral presentations. Jurnal ILMI, 10(1), 116-126.
  • Dewaele, J. M. & MacIntyre, P. (2014) The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching 4 (2), 237-274.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The Development of a Learner Empowerment Measure. Communication Education, 45, 181–199.
  • Gültekin Çakar, G. (2009). The relationship between past language learning experiences and foreign language anxiety of Turkish university efl students. [Unpublished Master Thesis], Bilkent University, Ankara.
  • Gyeltshen, D. (2018). The Use of Media (Videos) to Reduce ESL Students' Speaking Anxiety: A Case Study of Grade Five Bhutanese Students in Mongar District. Walailak Journal of Learning Innovations, 4(2), 77-92.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.
  • Horwitz, E. K. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Huang, Y. W. (2014). Self and language anxiety. English language and literature studies, 4(2), 66.
  • Ibrahim, N., Anuar, N. A. K., Mokhtar, M. I., Zakaria, N., Jasman, N. H., & Rasdi, N. N. (2022). Exploring fear of public speaking through social cognitive theory. International Journal of Academic Research in Business and Social Sciences, 12(1), 135-154.
  • Koch, A. S., & Terrel, T. D. (1991). Affective Reactions of Foreign Language Students to Natural Approach Activities and Teaching Techniques. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 109-126). Englewood Cliffs, NJ: Prentice Hall.
  • Leong, l., & Ahmadi, s. (2017). An analysis of factors influencing learners’ English-speaking skill. International journal of research in English education, 2(1), 34-41. https://www.sid.ir/en/journal/viewpaper.aspx?id=520992
  • MacIntyre, P. D. (1998). Language anxiety: A Review of the Research for Language Teachers. In D.J. Young (Ed.), Affect in Foreign Language and Second Language Learning (pp. 24-45). Boston: McGraw-Hill.
  • MacIntyre, P.D., & Gardner R. C. (1991). Methods and Results in the Study of Anxiety and Language Learning: a Review of the Literature. Language Learning, 41(1), 85 – 117.
  • Melough, A. 2013. Foreign Language Anxiety in EFL Speaking Classroom: A Case Study of First year LMD Students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1), 64-76.
  • Müller, K., Schmidt, T., & Meier, S. (2018). Communication and test anxiety: A study among German university students. European Journal of Psychological Assessment, 34(4), 345-353. https://doi.org/10.1027/1015-5759/a000426
  • Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the US. TESL-EJ, 9(3), n3.
  • Öztürk, G. (2012). Foreign Language Speaking Anxiety and Learner Motivation: A Case Study at a Turkish State University. [Unpublished Master Thesis], Middle East Technical University, Turkiye.
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
  • Pinkman, K. (2005). Using Blogs in the Foreign Language Classroom: Encouraging Learner Independence. The JALT CALL Journal, 1(1), 12-24.
  • Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal, 46 (1), 5-22.
  • Riasati, M. J. (2012). EFL learners’ perceptions of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Rico, L. J. A. (2014). Identifying factors causing difficulties to productive skills among foreign languages learners. Opening Writing Doors Journal, 11(1), 65-86.
  • Righini, M. (2015). The use of social media resources in advanced level classes. In Language learning beyond the classroom (pp. 85-94). Routledge.
  • Saltan, F. (2003). EFL Speaking Anxiety: How do Students and Teachers Perceive it?[Unpublished Master Thesis], METU, Ankara.
  • Smith, J., Johnson, R., & Williams, D. (2020). A comparative study of communication and test anxiety among college students in the United States. Journal of College Student Development, 61(6), 755-766. https://doi.org/10.1353/csd.2020.0072
  • Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice?. Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
  • Takkaç Tulgar, A. (2018). Speaking anxiety of foreign learners of Turkish in target context. International Online Journal of Education and Teaching (IOJET), 5(2),313-332. http://iojet.org/index.php/IOJET/article/view/362/237
  • Tekir, S. (2021). Dealing with Turkish EFL learners’ speaking anxiety. International Journal of Curriculum and Instruction 13(3), 3424–3442.
  • Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal, 4(1), 16-27.
  • Weber, K. & Patterson, B. R. (2000). Student Interest, Empowerment and Motivation. Communication Research Reports, 17, 22–29.
  • Woodrow, L. (2006). Anxiety and Speaking English as a Second Language. RELC Journal. 37(3). 308-328.
  • Yahya, M. (2013). Measuring speaking anxiety among speech communication course students at the Arab American University of Jenin (AAUJ). European Social Sciences Research Journal, 1(3), 229-248.
  • Yılmaz, G. & Dollar Keşli Y. (2017). Attitudes of Turkish EFL learners towards the use of drama activities in English. Hasan Ali Yücel Eğitim Fakültesi Dergisi, Cilt:14-1, Sayı:27, 245-277.
  • Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x

Factors determining foreign language speaking anxiety: A study on high school students

Year 2024, Volume: 4 Issue: 1, 35 - 46, 24.07.2024

Abstract

Numerous factors are known to significantly impact the process of learning a foreign language. These factors can influence learners' attitudes toward language learning, whether positively or negatively. It is essential for educators and trainers to take into account students' emotions and consider various factors in the teaching and learning of foreign languages. Recognizing the crucial role emotions play in language acquisition, this study aims to assess the level of foreign language speaking anxiety among 228 high school students, selected using purposive sampling, and to identify the factors influencing their anxiety. Data was gathered through the Foreign Language Speaking Anxiety Scale and demographic questions. The findings indicate that the participants experienced moderate levels of anxiety. Both descriptive and inferential statistics demonstrated that students' interest for English, prior experience abroad, and interest in English outside of academic requirements had a statistically significant impact on their foreign language speaking anxiety. The study also identified specific in and out-class activities that influenced anxiety levels. The most popular in-class activities included games, watching movies/short videos, songs, and pair/group work. Outside the classroom, students stated that they mostly engaged in listening to songs, watching movies with subtitles, and playing games in English. In conclusion, the research emphasizes the significance of personal factors together with in and out-of-class dynamics influencing students' anxiety while speaking a foreign language.

Ethical Statement

This research was conducted within the scope of TUBITAK 2204 High School Students Research Projects Competition with the ethics committee permission dated November 29, 2023 and numbered E-23702741-604.01.01.01-90832994 received from Sarıçam District Directorate of National Education.

Supporting Institution

In this study, the author would like to thank TUBITAK for its support.

References

  • Ajileye, S. (1998). The Effect of Exposure to English Language Activities outside the Classroom on Written English: A Study of Selected Secondary Schools in Ilorin. [online available] http://www. unilorin. edu. ng/journals/education/ije/sept1998.
  • Ay, S. (2010). Young Adolescent Students’ Foreign Language Anxiety in Relation to Language Skills at Different Levels. The Journal of International Social Research ,3(11), 83-91.
  • Aydın, B. (2001). A Study of Sources of Foreign Language Classroom Anxiety in Speaking and Writing Classes. [Unpublished doctoral dissertation], Anadolu University, Eskişehir.
  • Brown, H., & Lee, J. (2021). Anxiety in communication vs. testing situations: An Australian perspective. Australian Journal of Psychology, 73(1), 42-53. https://doi.org/10.1080/00049530.2021.1856392
  • Chen, L., Zhang, Y., Liu, Y., & Liu, X. (2019). Comparative analysis of communication and test anxiety among university students in China. Journal of Educational Psychology, 111(2), 237-248. https://doi.org/10.1037/edu0000319
  • Claerr, T. A., & Gargan, R. (1984). The role of songs in the foreign language classroom. OMLTA Journal, 28, 28-32.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
  • Csikszentmihalyi,M.(1990). Flow: The psychology of optimal experience. NewYork, NY: Harper&Row.
  • Çelebi, S. (2009). Teachers and students’ views on anxiety in English classrooms and attitudes towardsEnglish. [Unpublished Master Thesis], Cukurova Universitesi, Adana.
  • Dellah, N. F., Zabidin, N., Nordin, N. A., Amanah, F. H., & Atan, M. A. (2020). Glossophobia: Evaluating university students' speaking anxiety in English oral presentations. Jurnal ILMI, 10(1), 116-126.
  • Dewaele, J. M. & MacIntyre, P. (2014) The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching 4 (2), 237-274.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The Development of a Learner Empowerment Measure. Communication Education, 45, 181–199.
  • Gültekin Çakar, G. (2009). The relationship between past language learning experiences and foreign language anxiety of Turkish university efl students. [Unpublished Master Thesis], Bilkent University, Ankara.
  • Gyeltshen, D. (2018). The Use of Media (Videos) to Reduce ESL Students' Speaking Anxiety: A Case Study of Grade Five Bhutanese Students in Mongar District. Walailak Journal of Learning Innovations, 4(2), 77-92.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.
  • Horwitz, E. K. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Huang, Y. W. (2014). Self and language anxiety. English language and literature studies, 4(2), 66.
  • Ibrahim, N., Anuar, N. A. K., Mokhtar, M. I., Zakaria, N., Jasman, N. H., & Rasdi, N. N. (2022). Exploring fear of public speaking through social cognitive theory. International Journal of Academic Research in Business and Social Sciences, 12(1), 135-154.
  • Koch, A. S., & Terrel, T. D. (1991). Affective Reactions of Foreign Language Students to Natural Approach Activities and Teaching Techniques. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 109-126). Englewood Cliffs, NJ: Prentice Hall.
  • Leong, l., & Ahmadi, s. (2017). An analysis of factors influencing learners’ English-speaking skill. International journal of research in English education, 2(1), 34-41. https://www.sid.ir/en/journal/viewpaper.aspx?id=520992
  • MacIntyre, P. D. (1998). Language anxiety: A Review of the Research for Language Teachers. In D.J. Young (Ed.), Affect in Foreign Language and Second Language Learning (pp. 24-45). Boston: McGraw-Hill.
  • MacIntyre, P.D., & Gardner R. C. (1991). Methods and Results in the Study of Anxiety and Language Learning: a Review of the Literature. Language Learning, 41(1), 85 – 117.
  • Melough, A. 2013. Foreign Language Anxiety in EFL Speaking Classroom: A Case Study of First year LMD Students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1), 64-76.
  • Müller, K., Schmidt, T., & Meier, S. (2018). Communication and test anxiety: A study among German university students. European Journal of Psychological Assessment, 34(4), 345-353. https://doi.org/10.1027/1015-5759/a000426
  • Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the US. TESL-EJ, 9(3), n3.
  • Öztürk, G. (2012). Foreign Language Speaking Anxiety and Learner Motivation: A Case Study at a Turkish State University. [Unpublished Master Thesis], Middle East Technical University, Turkiye.
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
  • Pinkman, K. (2005). Using Blogs in the Foreign Language Classroom: Encouraging Learner Independence. The JALT CALL Journal, 1(1), 12-24.
  • Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal, 46 (1), 5-22.
  • Riasati, M. J. (2012). EFL learners’ perceptions of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Rico, L. J. A. (2014). Identifying factors causing difficulties to productive skills among foreign languages learners. Opening Writing Doors Journal, 11(1), 65-86.
  • Righini, M. (2015). The use of social media resources in advanced level classes. In Language learning beyond the classroom (pp. 85-94). Routledge.
  • Saltan, F. (2003). EFL Speaking Anxiety: How do Students and Teachers Perceive it?[Unpublished Master Thesis], METU, Ankara.
  • Smith, J., Johnson, R., & Williams, D. (2020). A comparative study of communication and test anxiety among college students in the United States. Journal of College Student Development, 61(6), 755-766. https://doi.org/10.1353/csd.2020.0072
  • Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice?. Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
  • Takkaç Tulgar, A. (2018). Speaking anxiety of foreign learners of Turkish in target context. International Online Journal of Education and Teaching (IOJET), 5(2),313-332. http://iojet.org/index.php/IOJET/article/view/362/237
  • Tekir, S. (2021). Dealing with Turkish EFL learners’ speaking anxiety. International Journal of Curriculum and Instruction 13(3), 3424–3442.
  • Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal, 4(1), 16-27.
  • Weber, K. & Patterson, B. R. (2000). Student Interest, Empowerment and Motivation. Communication Research Reports, 17, 22–29.
  • Woodrow, L. (2006). Anxiety and Speaking English as a Second Language. RELC Journal. 37(3). 308-328.
  • Yahya, M. (2013). Measuring speaking anxiety among speech communication course students at the Arab American University of Jenin (AAUJ). European Social Sciences Research Journal, 1(3), 229-248.
  • Yılmaz, G. & Dollar Keşli Y. (2017). Attitudes of Turkish EFL learners towards the use of drama activities in English. Hasan Ali Yücel Eğitim Fakültesi Dergisi, Cilt:14-1, Sayı:27, 245-277.
  • Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x
There are 45 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Research Articles
Authors

Ayşe Zambak 0000-0003-1386-9920

Publication Date July 24, 2024
Submission Date June 7, 2024
Acceptance Date June 29, 2024
Published in Issue Year 2024 Volume: 4 Issue: 1

Cite

APA Zambak, A. (2024). Factors determining foreign language speaking anxiety: A study on high school students. Okul Yönetimi, 4(1), 35-46.