2013.06.25 It's my BIG day^^

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Contents
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3. 3
INTRODUCTION
3

4. effective
communication
Important Skill
4
Speaking ability has been regarded as the most
important skill and the necessary for effective
communication in any language.
CHAPTER 1 Background
4
English Speaking Anxiety

5. CHAPTER 1 Background
Listening
Speaking
Reading
Writing
5

6. CHAPTER 1 Background
It has been observed that highly efficacious
students
are confident about what they can achieve. Set
themselves challenges and are committed to
achieve
them, work harder to avoid failure.
(Cheng, 2001)
6

7. Learning Anxiety
English Speaking Anxiety
7
CHAPTER 1 Statement of the Problems
7
Numerous studies have found that English
speaking anxiety was prompted the most
especially for the EFL learners and previous
studies also pointed that anxiety was a barrier
while learning in a foreign language.
(Hung, 2005; Knock, 2010; Li, 2010; Mak, 2011)

8. 8
CHAPTER 1 Statement of the Problems
8
Many researches showed that self-efficacy
influenced academic achievement motivation,
learning and academic achievement.
(Pajares, 1996; Schunk, 1995)
The research on students’ self-efficacy and foreign
language speaking anxiety is not enough.
Self-efficacy
Speaking
anxiety

9. 9
CHAPTER 1 Purposes of the Study
9
To explore the relationship between students’ self-efficacy and
English speaking anxiety
1
To examine the effects of using Spoken Learning Log,
reflective journals, self-efficacy evaluation and observe
whether students’ English speaking anxiety decreased or not
2
English
speaking
anxiety
Self-
efficacy
Reflective
journals
Self-
efficacy
evaluation
Spoken
Learning Log

10. CHAPTER 1 Research Questions
To what extent do the students experience English
speaking anxiety in the English Listening and
Speaking Class?
1
Are students’ proficiency levels and English speaking
anxiety correlated among English major college
students?
2
Will students’ English speaking anxiety be reduced
through the activities of spoken learning log and
reflective journals?
3
Are there any correlation between English speaking
anxiety and learners’ self-efficacy?
4
10

11. CHAPTER 1 Definition of Terms
It’s a psychological variable, it
occurs when learners speak with
unfamiliar language and less self-
confidence.
11
(Bookit, 2010)
Incorrect
pronunciation
Word stress
Grammar
structure

12. CHAPTER 1 Definition of Terms
12
People’s judgment of their capabilities to
organize and execute courses of action
required to attain designated types of
performances.
(Bandura & Schunk, 1981, p. 31)
1 = Good
2 = Fair
3 = Bad
(Yilmaz, 2010)

13. CHAPTER 1 Definition of Terms
13
It is a way for students to have critical
and analytic thinking for their works in
the progress.
It shows different aspects and makes
everything interconnect.
Time
Spent
Difficultie
s
Evaluation

14. CHAPTER 1 Definition of Terms
14
It is an online teaching and learning
system of iLMS which is widely used in
many universities in Taiwan.
Designated assignments and the related
information are all post on it.

15. CHAPTER 1 Example
15

16. 1
6
LITERATURE REVIEW

17. 17
CHAPTER 2
Krashen (1982)
Filter influences how well a learner acquires
language when absorb with comprehensible
input.
Highly
motivate
d
Strong
sense
of self
Low
level
of
anxiety

18. Horwitz et al. (1986) developed the
Foreign Language Classroom Anxiety
Scale (FLCAS), which has gained
widespread popularity in subsequent
research studies on anxiety in language
learning situations.
(Aida, 1994; Chen, 2002; Cheng et al., 1999; Kitano, 2001; Phillips,1992;
Saito et al., 1999; Wang & Ding, 2001; Worde, 2003)
18
CHAPTER 2

19. 19
CHAPTER 2
There were three components of foreign language anxiety:
(Horwitz et al., 1986 )
Communicatio
n
Apprehension
Test
Anxiety
Fear of
Negative
Evaluation

20. 20
CHAPTER 2
Female Students are more
effective time management
behavior than males, but also
experience higher academic
stress and anxiety.
(Huang, 2005; Misra & Machean, 2000; Ozturk & Gurbuz,
2013)

21. 21
CHAPTER 2
(Cheng, 2009; Liu, 2006; Gai & Yang, 2010; Kao & Craige, 2010)
High proficiency level of
students have low English
speaking anxiety.
Low proficiency level of
students have high
English speaking anxiety.
Speaking
Anxiety
Speaking
Anxiety
Monica & Maria (2008)
Advanced students
showed higher level
of speaking anxiety.

22. Self-efficacy are closely related to language anxiety
since
students with stronger self-efficacy showed lower levels
of language anxiety and better language proficiency
compared to lower self-efficacy students.
(Mills, Pajares, & Herron, 2006)
22
CHAPTER 2
Self-
efficacy
Anxiety

23. 2
3
METHODOLOGY

24. 93 English-major sophomore
students enrolled in English
Listening and Speaking class
78 females 15 males
24
CHAPTER 3

25. Self-
efficacy
evaluation
Reflective
Journal
Spoken
Learning
Log
25
CHAPTER 3
FLSAS
• Foreign Language
Speaking Anxiety Scale
• 24-item
• Adapted from Young
(1990) and modified
by Huang (2005).
• Two Video Clips
• Two Self-reflective
Journals Writing
• Self-evaluation
• (Poor, Fair, Good)
• 100-word writing
• Post on Spoken
Learning Log

26. 26
CHAPTER 3
Participants
33 participants
4 males
29 females
English major s
sollege students
In Spring Semester of 2011
Instrument
Foreign Language
Speaking Anxiety
Scale (FLSAS)
Reliability
Cronbach’s Alpha
was 0.838

27. 27
CHAPTER 3
Pilot Study
• 33 English-major students
• Spring, 2011
• FLSAS (Cronbach Alpha was 0.838)
• English Listening and Speaking Class
Formal Study
• 93 English-major students
• Fall, 2011
• FLSAS
• English Listening and Speaking Class
Phase I
(Pre-test)
• 93 English-major students
• September, 2011
• FLSAS (Pre-test)
Phase II
(Treatments)
• Spoken Learning Log
• Reflective Journals
• Self-efficacy evaluation
Phase III
(Post-test)
• 93 English-major students
• January, 2012
• FLSAS (Post-test)

28. To what extent do the students
experience English speaking anxiety
in the English Listening and
Speaking Class?
28
CHAPTER 3
Descriptive
Statistics
Analysis
Question 1
Are students’ proficiency levels and
English speaking anxiety correlated
among English major college
students?
Question 2
• Descriptive Statistics
Analysis
• Pearson Correlation

29. Will students’ English speaking
anxiety be reduced through the
activities of spoken learning log and
reflective journals?
29
CHAPTER 3
Paired Sample t-test
Question 3
Are there any correlation between
English speaking anxiety and learners’
self-efficacy?
Question 4
• Descriptive Statistics
Analysis
• T-test
• Pearson Correlation

30. 3
0
RESULTS

31. No. Items P / N
1 I would feel anxious while speaking English in class. (+)
2
I would feel less nervous about speaking in English in front of others if I
knew them.
(−)
3
I feel very relaxed in English Listening and Speaking class when I have
studied the scheduled learning contents.
(−)
4
I am anxious in class when I am the only person answering the question
advanced by teacher in English Listening and Speaking class.
(+)
5
I start to panic when I know I will be graded in English Listening and
Speaking class.
(+)
6
I fear giving a wrong answer while answering questions in English
Listening and Speaking class.
(+)
7
I enjoy English Listening and Speaking class when I know that we are going
to discuss in English.
(−)
8 I feel shy when I speak in English on the stage in front of the class. (+)
9
When it comes to being corrected by my teacher, I am afraid of taking
English class.
(+)
31
CHAPTER 4

32. No. Items P / N
10
I am so nervous that I tremble when I am going to attend the English oral
tests.
(+)
11
I get frustrated when I am asked to discuss with classmates in English in a
short period of time.
(+)
12 I am worried about the oral test in English Listening and Speaking class. (+)
13 I would feel better about speaking in English if the class were smaller. (−)
14
I feel relaxed in English Listening and Speaking class when I preview very
well.
(−)
15
I am more willing to speak in English Listening and Speaking class when I
know the scheduled oral activities.
(−)
16 I stumble when I answer questions in English. (+)
17 I like going to class when I know that oral tasks are going to be performed. (−)
18
I know that everyone makes mistakes while speaking in English, so I am not
afraid of being laughed at by others.
(−)
19 I like to volunteer answers in English Listening and Speaking class. (−)32
CHAPTER 4

33. No. Items P / N
20 I am more willing to get involved in class when the topics are interesting. (−)
21 I don’t feel tense in oral test if I get more practice speaking in class. (−)
22
I feel uncomfortable when my teacher asks other students to correct my oral
practice in class
(+)
23 I feel pressure when my teacher corrects my oral mistakes in class. (+)
24
Going to English Listening and Speaking class makes me more nervous than
going to other classes.
(+)
33
CHAPTER 4
Note: A plus sign (+) indicates the positively worded statement.
A plus sign (−) indicates the negatively worded statement.
Item 2, 3, 7, 13, 14, 15, 17, 18, 19, 20 and 21 are opposite
statements.
Therefore the score was reversed.

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CHAPTER 4
Measure No. of Items Min Max Mean SD
FLSAS
Pre-test (N=93)
24 32.00 95.00 70.55 11.42
Descriptive Statistic Analysis of the English Speaking Anxiety for Pre-
test
Descriptive Statistic Analysis of the English Speaking Anxiety for Post-
test
Measure No. of Items Min Max Mean SD
FLSAS
Pre-test (N=93)
24 28.00 95.00 70.80 10.05
The mean scores of pre- and post-test revealed that students
suffered highly English speaking anxiety in the English
Listening and Speaking Class.

35. 35
Question 1
To what extent do the students experience English speaking anxiety in
the English Listening and Speaking Class?
60 / 64.5 %
57 / 61.3 %
49 / 52.7 %
48 / 48.4 %

36. 36
Question 1
To what extent do the students experience English speaking anxiety in
the English Listening and Speaking Class?
50 / 52.7 %
47 / 49.4 %
44 / 46.3 %
39 / 41.1 %

37. 37
Question 1 Summary of Research Question 1
Item 8 I feel shy when I speak in English on the stage in front of the class.
Item 10
I am so nervous that I tremble when I am going to attend the
English oral tests.
Item 24
Going to English Listening and Speaking class makes me more
nervous than going to other classes.
Horwitz (1986) theory:
Students’ speaking anxiety was prompted by the
communication apprehension and test anxiety.

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Question 2
Are students’ proficiency levels and English speaking anxiety
correlated among English major college students?
Proficiency Levels N Mean SD
Pre-test
Low 27 72.74 8.36
High 24 71.25 9.32
Proficiency Levels N Mean SD
Post-
test
Low 27 72.62 7.59
High 24 70.75 7.74

39. 39
Question 2
Are students’ proficiency levels and English speaking anxiety
correlated among English major college students?
Proficiency Levels FLSAS
Proficiency
Level
Pearson
Correlation
1 .124
Sig. (2-tailed) .386
N 51 51
FLSAS
Pearson
Correlation
.124 1
Sig. (2-tailed) .386
N 51 93
Pearson’s Correlation
There was not any
relationship
between English
speaking anxiety
and proficiency
level.

40. The result confirmed Liu’s (2006) and Lin’s
(2012) finding that “proficiency level did not
play a significant role in the students”
Low proficiency level students suffer higher
English speaking anxiety than high proficiency
level ones.
40
Question 2 Summary of Research Question 2
1
Students’ proficiency level and English
speaking anxiety did not show any significant
correlation ( p > 0.05).
2
2

41. 41
Question 3
Will students’ English speaking anxiety be reduced through the
activities of spoken learning log and reflective journals?
Paired
Sample
N M SD df t-
value
Sig.
p
Post-Pre test 93 .247 8.623 93 .277 .783
*p >.05
Paired Samples t-test
The t-test (p=.783, p > .05) of all
participants’ English speaking anxiety
did not significantly change after
implantation of the spoken learning logs.

42. 42
Question 4
Are there any correlation between English speaking anxiety and
learners’ self-efficacy?
Item of Self-efficacy
Band
Video Clip 1
N (%)
Video Clip 2
N (%)
1 = Good 14 (15.1%) 14 (15.1%)
2 = Fair 56 (60.2%) 57 (61.3%)
3 = Bad 23 (24.7%) 22 (23.7%)
Distribution of Participants on Both of Self-efficacy Evaluations
(N=93)
Students in this study were required to self-
rated for themselves on the self-efficacy
evaluation, and from the distribution of the
table we could see that most of the students
were lack of confidence.

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Question 4
Are there any correlation between English speaking anxiety and
learners’ self-efficacy?
(Self-efficacy Evaluation 1)
Note: Correlation is significant at the self-efficacy evaluation 1 on pre-test of FLSAS, p < .05
p < .05, Correlation is
significant
p > .05, Correlation is
not significant

44. 44
Question 4
Are there any correlation between English speaking anxiety and
learners’ self-efficacy?
(Self-efficacy Evaluation 2)
Note: Correlation is significant at the self-efficacy evaluation 1 on pre-test of FLSAS, p < .05
p < .05, Correlation is
significant

45. 45
Question 4 Summary of Question 4
t-test of English Speaking Anxiety and Self-efficacy Evaluation 1
t-test of English Speaking Anxiety and Self-efficacy Evaluation 2
Low self-efficacious
students have higher
English speaking
anxiety than high
self-efficacious
students

46. 46
Question 4 Summary of Question 4
The students who
rated “”Bad” has
higher English
speaking anxiety than
the students with
“Good”.

47. 4
7
Conclusions

48. 48
CHAPTER 5
Horwitz
1986
Communication Apprehension
Test anxiety
Fear of Negative Evaluation
Krashen
19 1985
Stephen Krashen's Theory of
Second Language Acquisition
Affective Filter hypothesis.

49. 49
CHAPTER 5
Some students did not have professional skill in using
the digital equipment, in this study, the computer skill
should be a variable.
1
There were more female students in the English
Listening and Speaking Class.
2

50. 50
CHAPTER 5
The iLMS can be implemented in language
learning classes.
1
In addition to Spoken Learning Log, the
researcher can try different online teaching and
learning instruments to help students overcome
their English speaking anxiety.
2

51. 5
1