Rationale
In today's globalized world, English is a vital tool for international communication across various sectors, including economics, politics, and education For individuals in non-English speaking countries like Vietnam, proficiency in English is increasingly essential Consequently, English has become a mandatory subject in schools and universities throughout Vietnam In 2008, the Prime Minister issued Decision No 1400/QĐ-TTg, which approved a comprehensive plan for enhancing foreign language education in the national system from 2008 to 2020, aiming to improve English language skills among students by the specified year.
In 2020, many Vietnamese youth graduating from vocational schools, colleges, and universities were expected to independently use a foreign language, enhancing their confidence in communication and increasing their opportunities for study and work in diverse, multicultural environments (MOET, 2008) The Vietnamese government aimed to elevate English language proficiency among its citizens to support the country's industrialization and modernization efforts However, despite these initiatives, research shows that English proficiency levels among Vietnamese people remain limited (To, 2010) Le (2013) highlighted that many college graduates fail to meet the foreign language requirements set by employers, with students often achieving only a lower-intermediate level of English after 240 hours of instruction Consequently, they struggle with workplace communication and experience anxiety when interacting with foreigners, particularly in speaking skills, which they find challenging.
Mounting evidence highlights a significant link between language learning anxiety and proficiency levels, with Iakovos (2009) noting that students often remain silent and withdrawn during classroom activities Foreign language anxiety is a widespread issue (Aida, 1994) that hinders learners from achieving high proficiency (Scovel, 1991) As an English teacher, I have observed that my students frequently experience anxiety during speaking lessons, raising concerns about whether their limited oral skills are a result of this anxiety Despite extensive research on this topic in other countries, there is a lack of studies focusing on language anxiety in Vietnam.
As an English teacher at a college, I am motivated to research the English speaking anxiety experienced by Vietnamese students, specifically titled “Anxiety in English Speaking Classes Experienced by English Majored Freshmen at a Teacher Training College in Vietnam.” This study aims to deepen the understanding of learners' speaking anxiety and improve the teaching and learning of English speaking skills, providing a foundation for future research in this area.
Aims of the study
This study aims to explore four key objectives: first, it investigates the levels of language learning anxiety experienced by students when acquiring English speaking skills Second, it assesses students' motivation for learning speaking and their self-perceived speaking proficiency Third, it analyzes the relationship between students' language anxiety, their self-perceived English speaking proficiency, and their motivation levels Finally, the study seeks strategies to alleviate students' anxiety in speaking classes.
Significance of the study
This study on anxiety in English speaking classes among freshmen at a teacher training college holds both practical and theoretical significance Practically, it reveals students' levels of speaking anxiety and explores the correlation between anxiety, self-perceived speaking proficiency, and motivation, offering potential strategies to alleviate anxiety in speaking classes These insights can assist lecturers and students in enhancing the quality of English speaking instruction Theoretically, the research fills existing gaps in the literature on anxiety, serving as a valuable resource for English language teachers focused on oral skills Ultimately, the study aims to improve students' speaking participation and abilities, benefiting not only the college but also Vietnamese educational institutions as a whole.
Research questions
To achieve aforementioned aims, the study set out to seek answers to the following research questions:
(i) What is the level of students‟ speaking anxiety?
(ii) What are the levels of students‟ motivation in learning speaking and students‟ self - perceived speaking proficiency?
(iii) What is the relationship between English speaking anxiety and students‟ self - perceived speaking proficiency and their motivation?
(iv) In what ways can the teachers help reduce the level of anxiety in English speaking classes?
Scope of the study
This study focused on the foreign language anxiety experienced by first-year English major students during speaking classes, while acknowledging that learners may face anxiety in all four language skills Due to time constraints, the research was limited to participants from a teacher training college, utilizing questionnaires and semi-structured interviews to gather data.
Method of the study
The current study utilized a mixed methods research design, consisting of two phases In the quantitative phase, a questionnaire was administered to 46 first-year students at a teacher training college, incorporating scales to measure anxiety in English speaking classes, motivation for learning speaking skills, and self-perceived speaking proficiency This questionnaire addressed Research Questions (RQ) 1, 2, and 3, and explored the relationships between students' English speaking anxiety, motivation, and self-perceived proficiency To gain deeper insights, the qualitative phase involved face-to-face interviews with seven students, which further informed RQ 1, 2, and 3, while also aiming to identify strategies teachers can implement to alleviate students' anxiety in English speaking classes (RQ 4).
Structure of the study
The study is made up of three parts: Part A introduction, Part B development, Part C conclusion
This part covers the rationale for the study, aims, significance, research questions, scope, methods, and structure of the study
This part is organized around three chapters as follows:
Chapter 1: The literature review synthesizes the theoretical framework surrounding studies on anxiety in foreign language learning, particularly focusing on foreign language speaking skills and previous research related to language anxiety in speaking contexts.
Chapter 2: The research methodology outlines the study's context and details the methods employed, including participant selection, data collection instruments, procedures for gathering data, and analysis techniques It emphasizes the survey results and provides an in-depth analysis of the collected data.
Chapter 3 : Findings and discussion consists of a comprehensive analysis of the data from questionnaires and interviews and discussion on the findings
Part C: Conclusion gives the conclusion from the results of the findings, implications, limitation of the study and some suggestions for further study.
LITERATURE REVIEW
English speaking anxiety
1.3.1 Anxiety in English speaking skills
Speaking is widely acknowledged as the most anxiety-inducing skill in foreign language learning, with Horwitz et al (1986) identifying anxiety as a significant barrier to effective communication Horwitz and Young (1991) highlight that the spontaneous nature of speaking leaves learners without preparation time, increasing the likelihood of mistakes in oral classes Consequently, students experiencing anxiety struggle to concentrate and process language input, leading to diminished output They often hesitate to participate in activities and are reluctant to take risks, resulting in feelings of apprehension and fear in the classroom (MacIntyre & Gardner, 1991) This anxiety not only hampers learning but also limits opportunities for practice, making it a critical obstacle to developing language skills, particularly in speaking.
Nervousness among students often leads to increased mistakes, creating a vicious cycle that hampers their speaking skills The connection between anxiety and speaking performance is evident, yet the question remains whether anxiety hinders the development of speaking skills or if inadequate skills trigger anxiety While a definitive answer is still elusive, it is clear that anxiety significantly influences success or failure in language learning.
1.3.2 Sources of foreign language anxiety and speaking anxiety
Aydın (2001) identifies four primary sources of anxiety in speaking classes: personal reasons of learners, the teacher's behavior in the classroom, learners' beliefs, and the methods of testing and teaching employed.
Personal reasons significantly impact a learner's self-assessment of their abilities and their comparison to others, influencing their anxiety levels Negative self-evaluations can lead to increased anxiety, while positive assessments foster language skill development Research indicates that self-perception of speaking ability is a critical factor contributing to anxiety, especially as learners often compare their speaking skills to those of peers, teachers, and native speakers Consequently, a low self-perception of speaking ability is likely to heighten anxiety among learners in foreign language classes.
Self-comparison among learners is linked to competitive behaviors in the classroom, leading to increased anxiety when individuals perceive their language skills as inferior to their peers (Aydın, 2001) Yan and Horwitz (2008) identified 12 key aspects of language anxiety through interviews, highlighting that many learners frequently assess their language abilities against those of others, which contributes to their overall anxiety in language learning contexts.
Learners' beliefs about language acquisition significantly influence their experiences of foreign language anxiety, particularly in speaking Some students prioritize certain language skills over others, leading to unrealistic expectations about the learning process Aydın (2001) highlights that such misconceptions can adversely affect learners' achievements When students' beliefs are misaligned with actual language learning scenarios, they are more likely to experience heightened anxiety.
Research indicates that speaking is often viewed as the most challenging skill compared to reading, writing, or listening (Horwitz, 1988) Additionally, a study by Kim (1998, as cited in Horwitz, 2001) found that students participating in conversation classes experienced higher levels of embarrassment and anxiety than those in reading classes.
The manner in which teachers address learners' errors significantly impacts students' self-efficacy and motivation in language learning, as research indicates that the type and amount of feedback—whether positive or negative—can influence these factors (Williams & Burden, 1997, cited in Aydın, 2001) Teachers' approaches to error correction can also provoke anxiety among students A study by Cheng (2005) found that teachers who exhibit friendliness, patience, and a relaxed demeanor help alleviate anxiety, while those who administer unexpected quizzes or display poor communication skills, unpredictability, and rigidity contribute to heightened anxiety levels Additionally, neglecting the efforts of certain students or only acknowledging successful ones can further exacerbate feelings of anxiety (Aydın, 2001).
Speaking classes often include activities like role plays, pair work, and presentations that necessitate oral participation from learners Research indicates that many students experience anxiety when speaking in front of their peers and teachers, with presentations being particularly stressful (Aydın, 2001; Woodrow, 2006; Young, 1991) This anxiety stems mainly from the fear of being judged and the feeling of being in the spotlight (Aydın, 2001) Cheng's study (2005) highlighted that speaking in front of the class is a significant source of anxiety, while Wửde (2003) found that students generally prefer not to be called on by the teacher Additionally, Koch and Terell (1991) discovered that students felt more at ease during group and pair work, suggesting that these collaborative activities could effectively reduce classroom anxiety.
Research indicates that many students experience anxiety during tests, primarily due to concerns about achieving low scores and meeting their own high expectations (Aydın, 2001; Ohata, 2005) This anxiety negatively impacts their performance, particularly in language assessments Phillips (1992) found that students with moderate anxiety levels outperformed those with high anxiety in oral tests, utilizing more complex language structures than their highly anxious counterparts.
1.3.3 Previous studies of foreign language anxiety in speaking skills
Language anxiety has attracted the attention of many researchers (Horwitz,
Research has shown that language anxiety significantly impacts the process of acquiring a foreign or second language (MacIntyre, 1995; MacIntyre & Gardner, 1989; Piechurska-Kuciel, 2008) Learners often experience feelings of worry and negative emotions when engaging with a second language (MacIntyre, 1999) This anxiety can manifest physically through symptoms like sweating, a racing heart, or chills, and can also hinder cognitive functions, leading to reduced performance, creativity, and concentration (Woodrow, 2006).
Horwitz et al (1986) were pioneers in the study of foreign language anxiety, significantly contributing to the field with the development of the Foreign Language Classroom Anxiety Scale (FLCAS) This scale, consisting of 33 items, specifically addresses second language anxiety through three interconnected performance anxieties: communication apprehension, fear of negative evaluation, and test anxiety The FLCAS serves as a valuable tool for understanding and measuring the unique anxieties faced by language learners in classroom settings.
Oral communication anxiety, characterized by a fear of speaking in class or public settings, is a common issue observed in communication contexts Additionally, learners often experience fear of negative evaluation, which arises from concerns about being judged poorly in social situations Test anxiety, another prevalent form, occurs during formal assessments, leading to feelings of worry Research by Horwitz et al demonstrated high internal reliability of the anxiety scale with a Cronbach’s alpha of 0.93, while Aida (1994) reported a reliability of 0.80 Consistent findings across multiple studies indicate a negative relationship between anxiety and academic achievement (Horwitz, 2001).
Numerous studies have explored the connection between language anxiety and learners' perceptions of their foreign language abilities, particularly in self-assessing L2 speaking proficiency A notable study by MacIntyre et al (1997) surveyed 37 French L2 learners, who evaluated their perceived proficiency in speaking, listening, reading, and writing using a 6-point Likert scale Alongside these self-reports, participants completed various proficiency tests, while language anxiety was assessed through a 19-item scale encompassing Gardner’s French use anxiety and class anxiety metrics The findings strongly supported the hypothesis that actual competence, perceived competence, and language anxiety are interconnected, revealing a significant negative correlation between language anxiety and self-rated speaking proficiency.
A study conducted in 2001 examined the link between language anxiety and learners' self-perception of their Japanese speaking abilities among 212 foreign language students The findings revealed a significant negative correlation (r = -.509, p = 00) between students' self-rated speaking proficiency and class anxiety This indicates that students who perceived their speaking skills as less developed compared to their peers experienced higher levels of anxiety Overall, the research concluded that language anxiety is more pronounced when learners feel inadequate in their speaking abilities.
METHODOLOGY
Context of study
English has become a mandatory subject in Vietnam for lower and upper secondary education, while it remains optional at the primary level Despite this, many Vietnamese students exhibit low English proficiency, often only reaching an elementary to lower-intermediate level after seven years of study (Le, 2013) At the tertiary level, English is offered as both a subject and a discipline, with opportunities for students to pursue degrees in English leading to careers as teachers, interpreters, or researchers (Hoang, 2010) Teacher training in Vietnam occurs at two levels: colleges, which provide three years of training, and universities, which offer four years Graduates from universities can teach at higher educational institutions, while those from colleges are limited to primary and lower secondary schools Admission to these programs requires passing the national high school graduation exam, which includes tests in various subjects However, the entrance scores for teacher training programs are alarmingly low, with some colleges accepting students with a mere 9 out of 30, reflecting a concerning lack of interest in pedagogical careers (Le, 2017).
In 2013, it was reported that 83%, 87%, and 91% of teachers at the primary, lower secondary, and upper secondary levels were underqualified, raising concerns for the researcher, an English teacher at a teacher training college The low entrance marks of the researcher’s students, who are on the path to becoming teachers, highlight the need for solutions to enhance their proficiency, particularly in speaking Among the various factors influencing language acquisition, language anxiety is notably detrimental, as it can significantly impede success in learning a foreign language Therefore, it is crucial for the researcher to investigate the levels of anxiety experienced by freshmen at the teacher training college.
The study was conducted at a teacher training college which is located in Hanoi, Vietnam The teacher training college was established in 1959 During nearly
60 years of the establishment and development, the college continuously develop and contribute to the development of education in general and Hanoi city in particular
The Foreign Language Department, a key division of the college, boasts a team of 12 qualified teachers, including 7 with Master's degrees and 5 holding Bachelor's degrees in English linguistics This department is responsible for teaching English to both major and non-major students, currently serving 46 freshmen First-year English majors are utilizing the course book "Innovation Elementary" by Hugh Dellar and Andrew Walkley (2005), which consists of 9 modules covering essential speaking skills Students attend two classes per week focused on speaking; however, limited practice opportunities lead to significant challenges, including heightened anxiety when communicating in English.
Research questions
As mentioned in section 3 of Introduction part, the study was carried out to answer the following research questions
1 What is the level of students‟ speaking anxiety?
2 What are the level of students‟ motivation in learning speaking and students‟ self – perceived speaking proficiency?
3 What is the relationship between English speaking anxiety and students‟ self- perceived speaking proficiency and their motivation?
4 In what ways can the teachers help reduce the level of anxiety in English speaking classes?
The study
The main contents of this section include participants of the study, the data collection instruments namely questionnaires and interviews, the data gathering procedures and the data analysis procedures
The study involved 46 first-year English major students (43 females and 3 males) from the 2017-2018 academic year, aged 18 to 25, focusing on English language teacher education These students experienced one semester of college coursework alongside a semester dedicated to developing their English speaking skills Notably, they did not achieve high scores in the English portion of their entrance exams, and many participants hailed from rural areas, reflecting a need for improvement in their speaking abilities.
Following the completion of the questionnaires, seven students (six females and one male) participated in informal interviews, all of whom agreed to take part The data gathered from these interviews was transcribed and analyzed, enabling the researcher to gain a comprehensive understanding of the issues at hand.
The present study employed a mixed research method, utilizing questionnaires and interviews for data collection Questionnaires were chosen as the primary tool due to their efficiency in gathering data within a limited timeframe, as noted by Dornyei (2003) They are straightforward to process and analyze, making them ideal for understanding speaking anxiety, student motivation in speaking, and self-perceived speaking proficiency The design of the questionnaire was meticulously crafted, comprising 47 items divided into four main sections: personal information, speaking class anxiety (adapted from the FLCAS by Horwitz et al., 1986), motivation strength (based on Ely, 1986), and additional relevant items The anxiety section included 33 items on a five-point Likert scale, while the motivation section consisted of 7 items, both tailored to fit the context of English speaking classes.
“English language speaking” The last part was self-perceived speaking skill included two items to self-assess speaking skill adapted from the CEFR
To ensure the reliability and validity of the questionnaire, originally written in English, it was translated into Vietnamese to avoid misunderstandings that could compromise data collection A pilot test was conducted to assess the effectiveness of the questionnaire, with the researcher seeking careful review from the supervisor before distribution to participants To confirm the instrument's reliability, Cronbach's alpha was calculated using computer software, serving as a key measure of internal consistency.
Interviews were conducted as a follow-up to questionnaires to triangulate data and gain deeper insights into students' perceptions of speaking skill challenges that caused anxiety in speaking classes The interview data was transcribed, translated into English, and analyzed, enabling the researcher to identify the problems and explore potential solutions to help students reduce their anxiety.
The following section will discuss about detailed procedures for collecting data from questionnaires and interviews
In the first stage of the data gathering procedure, questionnaires were distributed to two classes after the students completed the first semester of the 2017-2018 academic year The researcher attended the classes to explain the study's objectives and invited students to participate The purpose of the questionnaire was to collect data on students' anxiety related to learning English speaking The researcher addressed any questions or concerns the students had about the questionnaire, ensuring clarity throughout the process The entire procedure lasted approximately 15 minutes for each class.
The second stage involved semi-structured individual interviews, each lasting approximately 10 minutes To ensure reliable and valid results, the interviews were conducted in Vietnamese and recorded using a mobile phone for transcription Following transcription, the responses were categorized into factors contributing to anxiety in English speaking classes and strategies for reducing that anxiety.
After collecting all the questionnaires, the researcher began analyzing the data using SPSS version 22 The data was screened for missing values and errors, resulting in the removal of one case due to inconsistent responses, where the participant answered "5" (strongly agree) and "3" (neither agree nor disagree) for nearly all items Ultimately, 45 cases were retained for further analysis.
Descriptive statistics, including reliability tests, frequency, mean, standard deviation, and correlations, were computed for each item to assess students' speaking anxiety, motivation in learning to speak, and self-perceived speaking proficiency Mean analyses were employed to evaluate these factors, with speaking anxiety categorized into three main areas, one of which is communication anxiety (CA), encompassing items 1, 4, 9, 14, 15, 18, and 24.
27, 29, 30, 32), Feedback anxiety (FA) (items 2, 7, 13, 19, 23, 31, 33) and Test anxiety
(TA) (items 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, 28) Correlations were generated to examine the relationships between English speaking anxiety and students‟ self-perceived speaking proficiency and their motivation
The researcher transcribed and translated qualitative data from interviews into Vietnamese By thoroughly reviewing the interviewees' responses multiple times, key words and common concepts were emphasized in bold Subsequently, these key terms and concepts were categorized based on their relationships and differences.
This chapter has outlined the methodologies employed in the study, detailing the participants, data collection tools, procedures for gathering data, and methods for data analysis The subsequent chapter will discuss the findings derived from the questionnaires and interviews conducted.
FINDINGS AND DISCUSSION
The findings from questionnaires
The research findings from the questionnaires were categorized into four key areas: the level of speaking anxiety among students, their motivation for learning speaking, their self-perceived speaking proficiency, and the relationships between speaking anxiety and both self-perceived speaking proficiency and motivation in speaking.
3.1.1 The level of students’ speaking anxiety
The primary aim of this study was to assess the speaking anxiety levels among first-year students To address the research question, "What is the level of students' speaking anxiety?" mean analyses were performed.
The study revealed that students experienced varying levels of anxiety in speaking classes, with feedback anxiety scoring the highest mean at 3.33 (SD=0.63), followed by test anxiety at 3.07 (SD=0.42), and communication anxiety at 3.03 (SD=0.55) Using Oxford’s (1990) SILL-based scoring system, anxiety levels were categorized, indicating a medium level of overall speaking anxiety with a mean score of 3.15 (SD=0.31) Reliability analyses showed that communication anxiety, feedback anxiety, test anxiety, and total anxiety had
Mean levels, standard deviation and Cronbach Alphas for three Subtypes of Anxiety
Variables Mean SD Cronbach Alpha
3.1.2 The level of students’ motivation in learning speaking and students’ self – perceived speaking proficiency
In order to answer RQ 2 of the present study mean analyses were conducted
Table 3.2 indicates that the mean score for motivation in learning speaking was 2.49 (SD = 0.36), reflecting a moderate level of motivation Students' self-perception of their speaking skills was evaluated based on spoken interaction and spoken production, following the CEFR framework, which categorizes learners into six levels from A1 to C2 In this study, self-assessment levels were coded from 1 to 6 The findings show that the mean score for students' self-perceived spoken interaction was 2.44 (SD = 0.86), while the mean score for spoken production was 2.36 (SD = 0.85), indicating a low level of self-perceived speaking skills.
To evaluate the reliability of the motivation measure and students' self-perceived spoken interaction and production, Cronbach's alpha was calculated, yielding a value of 0.53 for motivation and 0.59 for self-perceived spoken interaction and production According to Pallant (2013), short scales with fewer than 10 items typically exhibit lower Cronbach alpha values around 0.5 Additionally, corrected item-total correlation is employed to assess reliability, with acceptable data requiring a correlation above 0.3 (Nunnally & Bernstein, 1994; Hair et al., 1998) Since all corrected item-total correlations were above 0.3, the measures of motivation, self-perceived spoken interaction, and spoken production were deemed reliable in this study.
Mean levels, standard deviation and Cronbach Alphas for Motivation, Students’ Self- perceived of Spoken Interaction and Students’ Self-perceived of Spoken Production
Variables Mean SD Cronbach alpha
Students‟ self-perceived of spoken interaction 2.44 0.86 0.59
Students‟ self-perceived of spoken production 2.36 0.85 0.59
3.1.3 Relationship between speaking anxiety and students’ self-perceived speaking proficiency
The study investigated the relationship between speaking anxiety—specifically communication anxiety, feedback anxiety, and test anxiety—and students' self-perceived speaking proficiency, which includes their perceived spoken interaction and spoken production The findings revealed a significant negative correlation between communication anxiety and students' self-perceived spoken interaction (r = -0.43, p = 0.003) In contrast, feedback anxiety showed no significant correlation with spoken interaction (r = -0.30, p = 0.042), nor did test anxiety (r = -0.27, p = 0.072) However, total anxiety was found to have a strong negative correlation with students' self-perceived spoken interaction (r = -0.58, p = 0.000).
The study examined the relationship between speaking anxiety and students' self-perceived spoken production It found that communicative anxiety and test anxiety were not significantly correlated with self-perceived spoken production, with correlation coefficients of r = -0.10 (p = 0.478) and r = -0.24 (p = 0.105), respectively However, feedback anxiety showed a significant negative correlation with students' self-perceived spoken production, with a correlation coefficient of r = -0.45, indicating that higher feedback anxiety is associated with lower self-perception of spoken abilities.
The study found a significant negative correlation between total anxiety and students' self-perceived spoken production (r = -0.47, p = 0.004) This suggests that learners with lower anxiety levels during real communication tend to perceive themselves as more proficient in English speaking Additionally, students who experience less anxiety regarding negative feedback from peers or teachers are likely to view their spoken production more favorably Overall, the results indicate that reduced speaking anxiety is associated with higher self-perceived speaking proficiency among learners.
Correlations between the three Subtypes of Anxiety and Students’ Self-perceived
Students‟ self-perceived of spoken interaction
Students‟ self-perceived of spoken production
* Correlation is significant at the 0.05 level (2-tailed)
** Correlation is significant at the 0.01 level (2-tailed)
3.1.4 Relationship between speaking anxiety and students’ motivation
The study examined the correlations between speaking anxiety variables—communication anxiety, feedback anxiety, and test anxiety—and motivation in learning to speak Results indicated a significant negative correlation between feedback anxiety and motivation (r = -0.47, p = 0.001), while no significant relationship was found between communication anxiety and motivation (r = 0.01, p = 0.932) Additionally, test anxiety showed no significant correlation with motivation (r = -0.31, p = 0.036) Overall, total speaking anxiety demonstrated a significant negative correlation with motivation (r = -0.45, p = 0.002) These findings suggest that students who experience higher feedback anxiety are less motivated to participate in English speaking classes, whereas those with lower speaking anxiety exhibit greater motivation for learning.
Correlations between the three Subtypes of Anxiety and Students’ Motivation
* Correlation is significant at the 0.05 level (2-tailed)
** Correlation is significant at the 0.01 level (2-tailed).
The findings from interviews
3.2.1 The level of speaking anxiety experienced by freshmen majoring in English at the teacher training college
In a study involving seven participants, all reported experiencing anxiety during English speaking classes However, the frequency of this anxiety varied among them Five participants indicated they frequently faced anxiety in various situations, while two others experienced anxiety specifically in certain contexts during speaking classes The following statements illustrate the experiences of the former group.
“I feel nervous because I am afraid that I can’t speak during my English speaking classes”
“I feel nervous and I am not confident to in my English speaking classes Even though I know the answer, I hesitate to speak.”
“I feel embarrassed and unconfident while I am speaking English.”
Interviewee 6 3.2.2 Sources of English speaking anxiety experienced by freshmen majoring in English at the teacher training college
Self-assessment of speaking proficiency often triggers anxiety among learners Many participants expressed a lack of confidence in their English speaking skills, which contributed to heightened nervousness during speaking classes.
“When I was at high school, most of the time was spent on grammar instead of practicing speaking skills Therefore, my English speaking proficiency is not good.”
“To tell the truth, my English proficiency especially speaking proficiency is poor in comparison to most of the students in my class.”
Freshmen often experience anxiety in speaking classes due to their self-perceived speaking proficiency Many students believe they perform poorly because of their limited English speaking skills, leading to negative thoughts about their abilities This mindset can perpetuate their anxiety and hinder their improvement.
Qualitative data from interviews revealed that students experience anxiety due to their fear of communicating and expressing themselves in front of others Notably, three out of seven participants reported feeling nervous and confused during English speaking classes.
“I panic when I have to speak in front of my classmates.”
“I tremble when I have to speak in front of a lot of people My face turns red and I can’t control my feelings.”
Data analysis from interviews indicated that anxiety in English speaking classes stems primarily from students' low proficiency and linguistic challenges Six out of seven participants cited insufficient vocabulary, fear of pronunciation errors, and concerns about grammar mistakes as significant sources of their anxiety These linguistic difficulties hinder their willingness to engage in speaking activities, further exacerbating their anxiety levels.
“I am worried because I am afraid of communicate in English My language knowledge like vocabulary and pronunciation is not so good.”
Interviewee 1 “I don’t know what to say when the teacher asks me to speak because of my poor vocabulary Moreover, I am not good at pronunciation so I usually mispronounce the words.”
“I feel anxious because I am lack of vocabulary for the topic My grammar and pronunciation are not so good.”
Fear of negative evaluations of classmates
Fear of negative evaluations from peers significantly contributes to anxiety in freshmen speaking classes, with over two-thirds of participants acknowledging this concern Students reported feeling embarrassed by potential negative feedback from classmates and expressed anxiety about being perceived as less competent in their English speaking abilities Consequently, this fear leads to nervousness and hesitation when participating in class discussions.
I fear being mocked by my friends for making mistakes during my speaking classes, which creates a significant obstacle and causes me to hesitate when it comes to volunteering in these sessions.
“When I make mistakes I am afraid that my friends will evaluate my speaking skills and they know that I am not good at English speaking skills.”
While some classmates may overlook my errors, others are attentive and notice my pronunciation mistakes, which I find uncomfortable.
“I am not confident to speak in front of my friend because I am afraid to making mistakes If I make mistakes, my friends will laugh at me.”
Participants in speaking lessons reported that teacher personality and feedback significantly contribute to their anxiety Four out of seven interviewees indicated that strict teachers with rigid rules heightened their anxiety levels Additionally, they expressed discomfort with negative evaluations, particularly when they made mistakes While constructive feedback is essential for recognizing errors and enhancing pronunciation and speaking skills, it is crucial that such comments are delivered in a positive and encouraging manner.
Feeling nervous about making mistakes in class is common, but receiving teacher feedback can be a valuable opportunity for improvement Constructive comments from educators play a crucial role in helping students learn and correct their errors However, it is essential that teachers deliver their feedback in an encouraging manner to foster a positive learning environment.
Interviewee 1 “That the teachers are so strict and they discourage me when I make mistakes also makes me nervous.”
Interviewee 3 “I also feel pressure if my teacher is so strict and correct my mistake in a critical way.”
Over half of the interviewees expressed anxiety regarding speaking skills assessments, with four out of seven participants fearing failure in their speaking tests This test anxiety stems from concerns about performing poorly in examinations or receiving unfavorable evaluations from teachers While three participants reported no fear of the speaking test itself, they still expressed a strong dislike for receiving low marks in speaking skills.
I believe I can succeed in the speaking test, but I am not fond of receiving poor results It’s disheartening when my teacher assigns me a low grade following my performance or presentation in class.
“I am afraid of failing in the test or the exam Bad marks prove that I am less competent than my friend and affect my college degree too.”
Interviewee 4 3.2.3 Suggested solutions to reduce anxiety in English speaking classes
To alleviate anxiety in English speaking classes, students suggested several effective strategies for teachers These include creating a supportive classroom environment, encouraging peer collaboration, incorporating engaging activities, and providing constructive feedback Additionally, fostering open communication and understanding individual student needs can significantly enhance their confidence and comfort in speaking English.
Suitable speaking activities to students‟ proficiency
Nearly half of the students believe that appropriate speaking activities can foster a low-anxiety environment in speaking classes When tasks align with students' abilities, they feel motivated and capable of completing them Conversely, overly challenging tasks can lead to increased anxiety and demotivation The findings indicate that many students perceive their speaking proficiency as lacking, highlighting the importance of teachers recognizing students' skill levels and designing activities that are tailored to motivate them effectively.
“I think the teacher should guide us practice speaking with the simple activities first and then more difficult ones.”
“the teacher should require students to do simple speaking tasks that are suitable to the level of the students”
Different activities in English speaking classes
Communication anxiety significantly affects students, as many express fear of speaking in front of their peers To alleviate this anxiety, four out of seven students suggested incorporating a variety of activities into speaking lessons, such as role-plays, group discussions, and games These interactive methods foster confidence and minimize the fear of criticism from classmates Additionally, diverse activities not only motivate students by introducing new experiences but also make lessons more engaging, facilitating learning through play and further reducing speaking anxiety.
“I think the teachers should plan a lesson with a lot of activities to make the atmosphere of the class more comfortable.”
“I think the teacher should give us chance to practice different interesting activities such as roleplays, discussions, conversations and games.”
Discussion
The study aimed to assess the level of speaking anxiety among freshmen English majors at a teacher training college The primary research question sought to determine the students' speaking anxiety levels, revealing through quantitative data from questionnaires that they experienced a moderate level of anxiety Interviews with seven respondents indicated varying degrees of anxiety, with five students feeling anxious in multiple situations and two only in specific contexts Feedback anxiety, or the fear of negative evaluations from peers and teachers, was identified as the most significant source of anxiety, surpassing communication and test anxiety This finding aligns with previous research, although it was surprising since these students are expected to have a passion for English The anxiety may stem from their relatively low entrance examination scores and their backgrounds in rural areas, where educational methods emphasize grammar over speaking and listening, leading to insufficient practice and increased anxiety during speaking classes.
The study aimed to assess students' motivation in learning speaking skills and their self-perceived speaking proficiency Quantitative data from questionnaires indicated that first-year English majors exhibited a moderate level of motivation in developing their English speaking skills, raising concerns for the researcher Previous research has established a correlation between motivation and speaking proficiency, suggesting that higher motivation leads to improved speaking skills (Wilona et al., 2010) The moderate motivation level among these students may result in reduced engagement in speaking activities during class.
Improving speaking proficiency can be challenging for students, as indicated by their self-perceived speaking abilities Quantitative data revealed a low average score of 2.36 to 2.44, suggesting that students view their speaking skills as below par According to the Common European Framework of Reference for Languages (CEFR), this score corresponds to an A2 level, indicating that students are at a basic level of speaking proficiency.
The self-assessed speaking proficiency of students aligns with their actual performance, as evidenced by the low college entrance marks of the freshmen This correlation highlights the importance of accurate self-evaluation in relation to academic achievement.
The project "Teaching and Learning Foreign Languages in the National Education System" mandates that English majors achieve a B2 level for college education According to the CEFR, approximately 200 guided learning hours are needed for a language learner to advance to the next proficiency level, totaling 400 hours for standard proficiency upon graduation However, the college curriculum allocates only 100 to 120 hours for speaking skills, requiring students to exert consistent effort to attain speaking proficiency before graduation.
This study aimed to investigate the connection between English speaking anxiety and students' self-assessed speaking proficiency, as well as the impact of anxiety on their motivation to learn speaking skills.
Relationship between English speaking anxiety and students’ self-perceived speaking proficiency
Pearson's product-moment correlations indicated a significant negative relationship between speaking anxiety and students' self-perceived speaking proficiency Specifically, students with lower communication anxiety tended to view themselves as more capable in spoken interaction This suggests that reduced speaking anxiety correlates with increased self-assessment of spoken interaction skills Consequently, students experiencing less anxiety are likely to feel more confident and perceive themselves as having a lower fear of engaging in English speaking activities with peers in the classroom.
The study found a significant negative correlation between feedback anxiety and students' self-perception of their spoken English production Learners who experienced greater fear of negative feedback from peers or teachers reported a lower self-assessment of their speaking abilities Additionally, speaking anxiety was also significantly and negatively correlated with self-perceived spoken production, indicating that higher levels of speaking anxiety were associated with lower self-perceived speaking proficiency.
The study reveals that learners with lower speaking anxiety often perceive their speaking proficiency as high, while those with low self-perceived proficiency tend to experience increased speaking anxiety due to a lack of self-confidence in completing learning tasks These findings align with previous research on the connection between self-perceived proficiency and foreign language anxiety, reinforcing the notion that self-confidence plays a crucial role in language learning outcomes.
Relationship between English speaking anxiety and students’ motivation in learning speaking
Research indicates a significant negative correlation between feedback anxiety and motivation in learners, suggesting that a fear of negative feedback diminishes motivation for speaking practice Additionally, total anxiety and speaking anxiety also show a negative relationship with motivation, highlighting that students with lower speaking anxiety tend to exhibit stronger motivation to learn English These findings align with previous studies on the interplay between anxiety and motivation, including those conducted by Gardner et al (1992), Brown, Robson, and Rosenkjar (2001), Aida (1994), and Liu.
Research from 2012 indicates a negative correlation between learners' motivation and anxiety levels, suggesting that students who are less motivated to learn English tend to experience higher levels of anxiety during the learning process.
The primary aim of this study was to explore effective strategies for reducing anxiety levels in speaking classes among students The research focused on identifying how teachers can play a crucial role in alleviating this anxiety.
English speaking classes?” The five solutions has been suggested to reduce the level of students‟ speaking anxiety
Employ a variety of activities in English speaking classes
To boost students' confidence in English speaking classes, teachers should incorporate a variety of communicative activities, such as role-plays, group discussions, and games These methods not only enhance fluency but also allow students to adopt new identities through "pseudo names," thereby reducing the fear of negative evaluation (Ansari, 2015) By fostering a relaxed and enjoyable classroom atmosphere, students can improve their speaking abilities and language proficiency while engaging in fun activities As one interviewee noted, “I think the teachers should plan a lesson with a lot of activities to make the atmosphere of the class more comfortable.”
Design speaking activities suitable to students’ proficiency
Designing speaking activities tailored to students' proficiency levels is an effective strategy for reducing anxiety in speaking classes Anxiety can have dual effects; facilitating anxiety can enhance motivation and engagement, while debilitating anxiety can lead to avoidance behaviors, causing students to shy away from new learning tasks.
Task difficulty plays a crucial role in influencing foreign language anxiety, as highlighted by MacIntyre (1995), who asserts that anxiety can facilitate performance when tasks are relatively simple In these cases, anxiety may enhance performance by motivating increased effort However, when tasks become too challenging, anxiety can hinder performance Therefore, the impact of anxiety on language learning is contingent upon the difficulty level of the task Participants have expressed the importance of starting with simpler speaking activities under teacher guidance to build confidence before progressing to more complex tasks.
Give positive feedback to the students
Summary of the key findings
The study utilized both quantitative and qualitative data to address the first research question The quantitative findings revealed that English majors in their freshman year at the teacher training college experienced moderate anxiety during English speaking classes Complementing this, qualitative data indicated that all participants faced anxiety in these settings Notably, the results highlighted that feedback anxiety was the most pronounced among the three types of anxiety assessed, suggesting that freshmen were particularly concerned about receiving negative feedback from both teachers and peers, rather than experiencing test anxiety or communicative anxiety.
The study's quantitative data showed that freshmen majoring in English at a teacher training college exhibited a moderate level of motivation for learning speaking skills, while their self-perceived speaking proficiency was low According to the Common European Framework of Reference (CEFR), these students rated their speaking ability at an A2 level or slightly above, indicating that their motivation and self-assessment do not reflect high proficiency in speaking.
The study revealed that lower anxiety levels during real communication correlate with higher self-perceived English speaking interaction and production Specifically, learners who experience less speaking anxiety tend to believe they have greater speaking proficiency Additionally, the research highlighted a negative relationship between feedback anxiety and motivation; higher feedback anxiety is linked to decreased motivation for learning speaking, while lower speaking anxiety is associated with increased motivation to improve English speaking skills.
Research findings from interviews identified six sources of anxiety in speaking classes among first-year students: self-perceived speaking competence, communication anxiety, linguistic difficulties, fear of negative evaluations from peers, teacher-related factors, and test anxiety To alleviate this anxiety, five effective solutions were proposed: offering positive feedback, fostering a supportive learning environment, incorporating diverse activities in English speaking classes, providing language input, and designing speaking tasks tailored to students' proficiency levels.
Implications
Speaking anxiety significantly affects the development of students' speaking skills Teachers must recognize the levels of anxiety present in their speaking classes and actively assist students in overcoming this challenge By identifying the factors contributing to anxiety, educators can implement effective strategies to alleviate it Research indicates a negative correlation between speaking anxiety and motivation, suggesting that low anxiety and high motivation are crucial for successful language acquisition To enhance students' learning motivation and reduce anxiety, it is vital for teachers to foster a low-anxiety classroom environment during speaking activities.
Creating a low-pressure learning environment can foster positive motivation and reduce anxiety among students Research shows a negative correlation between speaking anxiety and students' self-perceived speaking proficiency To enhance students' confidence and fluency in English speaking classes, teachers should focus on encouragement and motivation This approach necessitates creativity and flexibility in teaching methods to inspire students to engage and express themselves confidently.
Limitations of the study
While the study achieved its objectives, it had a notable limitation: data was only collected from first-year students For the final research question, which sought to identify strategies for reducing students' anxiety in speaking classes, the proposed solutions were based solely on students' perspectives Including insights from teachers could lead to a more diverse range of solutions for alleviating speaking anxiety, benefiting from viewpoints on both sides.
Suggestions for further study
This study specifically examines the anxiety levels of first-year English major students at a teacher training college, acknowledging that anxiety can affect various language learning and teaching skills However, the research does not address these other skills Future studies could expand on this by exploring anxiety among non-English majors at the same institution, as well as investigating anxiety related to specific skills such as listening, reading, and writing among students at the teacher training college.
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This survey aims to investigate the anxiety experienced by English major freshmen in English speaking classes at a teacher training college in Vietnam Your participation is greatly valued, and we kindly ask you to answer all questions honestly Please note that your responses will remain confidential and will only be used for research purposes; no personal or institutional identifiers will be included in the final report Thank you for your cooperation.
Please read the following questions and answer them by either ticking the appropriate box or writing the answer in the provided space:
Please write down your age here:………
3 How long have you been learning English?
4 How often do you practice speaking English every week at home?
5 What mark did you score in your speaking test last semester?
Please write down your mark here:………
Part 2: Anxiety in English speaking class
Please read each item carefully and circle the appropriate number to show the degree to which you agree or disagree with each statement
1 I never feel quite sure of myself when I am speaking in my English speaking class
2 I don't worry about making mistakes in
3 I tremble when I know that I'm going to be called on in English speaking class
4 It frightens me when I don't understand what the teacher is saying in English 1 2 3 4 5
5 It wouldn't bother me at all to take more English speaking classes 1 2 3 4 5
6 During English speaking class, I find myself thinking about things that have nothing to do with the course
7 I keep thinking that the other students are better at English speaking than I am
8 I am usually at ease during tests in my
9 I start to panic when I have to speak without preparation in English speaking class
10 I worry about the consequences of failing my English speaking class 1 2 3 4 5
11 I don't understand why some people get so upset over English speaking classes
12 In English speaking class, I can get so nervous I forget things I know 1 2 3 4 5
13 It embarrasses me to volunteer answers in my English speaking class 1 2 3 4 5
14 I would not be nervous speaking
15 I get upset when I don't understand what the teacher is correcting 1 2 3 4 5
16 Even if I am well prepared for English speaking class, I feel anxious about it 1 2 3 4 5
17 I often feel like not going to my
18 I feel confident when I speak in
19 I am afraid that my English teacher is ready to correct every mistake I make 1 2 3 4 5
20 I can feel my heart pounding when I'm going to be called on in English speaking class
21 The more I study for English test, the more con‐ fused I get 1 2 3 4 5
22 I don't feel pressure to prepare very well for English speaking class 1 2 3 4 5
23 I always feel that the other students speak English better than I do 1 2 3 4 5
24 I feel very self‐conscious about speaking English in front of other 1 2 3 4 5 students
25 English speaking class moves so quickly I worry about getting left behind
26 I feel more tense and nervous in my
English speaking class than in my other classes
27 I get nervous and confused when I am speaking in my English speaking class 1 2 3 4 5
28 When I'm on my way to English speaking class, I feel very sure and relaxed
29 I get nervous when I don't understand every word the English teacher says 1 2 3 4 5
30 I feel overwhelmed by the number of rules you have to learn to speak
31 I am afraid that the other students will laugh at me when I speak English 1 2 3 4 5
32 I would probably feel comfortable around native speakers of English 1 2 3 4 5
33 I get nervous when the English teacher asks questions which I haven't prepared in advance
Part 3: Motivation in learning speaking
The following statements pertain to the motivation for learning to speak effectively Please review each statement thoroughly and indicate your level of agreement or disagreement by circling the corresponding number.
1 Outside of class, I almost never think about what I‟m learning in English language speaking class
2 If possible, I would like to take a more advanced English language speaking course
3 Speaking realistically, I would say that
I don‟t try very hard to learn English language speaking skills
4 I want to be able to use English in a wide variety of situations 1 2 3 4 5
5 I don ‟t really have a great desire to learn a lot of English language speaking skills
6 Learning English language speaking well is not really a high priority for me at this point
7 I don t really feel that learning English language speaking skills is valuable to me
Part 4: Self-perceived speaking proficiency
This self-assessment grid outlines the speaking proficiency levels defined by the Common European Framework of Reference for Languages (CEFR) To evaluate your English speaking skills, please circle the number that corresponds to your level: A1, A2, B1, B2, C1, or C2.
I can engage in basic conversations as long as the other person is willing to speak slowly and rephrase their statements With their assistance, I can express my thoughts more clearly Additionally, I can ask and respond to simple questions related to immediate needs or familiar subjects.
I am capable of engaging in basic and routine conversations that involve straightforward exchanges of information on familiar subjects and activities While I can participate in brief social interactions, I often struggle to maintain the dialogue due to limited comprehension.
I am capable of handling various situations that may occur while traveling in a region where the language is spoken Additionally, I can engage in spontaneous conversations about familiar topics, personal interests, or relevant everyday matters.
(e.g family, hobbies, work, travel and current events)
I possess a level of fluency and spontaneity that enables me to engage comfortably with native speakers I actively participate in discussions on familiar topics, effectively expressing and supporting my opinions.
I can communicate fluently and spontaneously, effortlessly finding the right expressions My language skills allow me to engage flexibly and effectively in both social and professional contexts I articulate my ideas and opinions precisely, seamlessly connecting my contributions with those of other speakers.
I can easily engage in conversations and discussions, demonstrating a strong understanding of idiomatic expressions and colloquialisms My fluency allows me to express myself clearly and convey subtle nuances effectively If I encounter any difficulties, I can seamlessly navigate around them, ensuring that others remain unaware of any issues.
I can use simple phrases and sentences to describe where I live and people I know
I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job
I can effectively connect phrases to share my experiences, dreams, hopes, and ambitions Additionally, I can provide concise reasons and explanations for my opinions and plans I am capable of narrating stories or summarizing the plots of books and films while also describing my personal reactions to them.
I provide comprehensive and detailed descriptions on various topics within my area of expertise Additionally, I can articulate a perspective on current issues, highlighting the pros and cons of different alternatives.
I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
