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Chinese TESOL Students’ Perception of Their Speaking Anxiety in Workshops

Chinese TESOL Students’ Perception of Their Speaking Anxiety in Workshops AbstractForeign language anxiety (FLA) is perceived as a negative factor influencing learners’ language achievement. Targeting Chinese overseas students, this paper investigates whether communicative confidence, fear of negative evaluation, attitude towards using English in workshops and trait anxiety are related to Chinese students’ speaking anxiety. The present study also aims to examine how students perceive their speaking anxiety and coping strategies both from teachers and students. The questionnaire and the semi-structured interview were adopted for data collection. 80 TESOL students at the University of Edinburgh were invited to complete the questionnaires, with 6 students participating in the interviews to get deeper insights into Chinese students’ perception of their speaking anxiety. Research findings revealed that communicative confidence, fear of negative evaluation, attitude towards using English in workshops and traits anxiety were strongly related to Chinese students’ speaking anxiety. In the interviews, 6 respondents commented that instructors’ characteristics, such as patience and humor, and their preparation before class can alleviate their speaking anxiety in workshops. It is hoped that the current study can contribute to a deeper understanding of Chinese students’ speaking anxiety in UK universities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Language and Cultural Education de Gruyter

Chinese TESOL Students’ Perception of Their Speaking Anxiety in Workshops

Huashan, Wu
Journal of Language and Cultural Education , Volume 7 (2): 30 – Sep 1, 2019
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Publisher
de Gruyter
Copyright
© 2019 Wu Huashan, published by Sciendo
eISSN
1339-4584
DOI
10.2478/jolace-2019-0010
Publisher site
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Abstract

AbstractForeign language anxiety (FLA) is perceived as a negative factor influencing learners’ language achievement. Targeting Chinese overseas students, this paper investigates whether communicative confidence, fear of negative evaluation, attitude towards using English in workshops and trait anxiety are related to Chinese students’ speaking anxiety. The present study also aims to examine how students perceive their speaking anxiety and coping strategies both from teachers and students. The questionnaire and the semi-structured interview were adopted for data collection. 80 TESOL students at the University of Edinburgh were invited to complete the questionnaires, with 6 students participating in the interviews to get deeper insights into Chinese students’ perception of their speaking anxiety. Research findings revealed that communicative confidence, fear of negative evaluation, attitude towards using English in workshops and traits anxiety were strongly related to Chinese students’ speaking anxiety. In the interviews, 6 respondents commented that instructors’ characteristics, such as patience and humor, and their preparation before class can alleviate their speaking anxiety in workshops. It is hoped that the current study can contribute to a deeper understanding of Chinese students’ speaking anxiety in UK universities.

Journal

Journal of Language and Cultural Education – de Gruyter

Published: Sep 1, 2019

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