3. Introduction
Anxiety is the subjective feeling of stress,
apprehension, tension, and nervousness
associated with an arousal of the
autonomic nervous system.
(Horwitz & Cope, 1986)
3
4. Introduction
Speaking in the foreign language as students’ most
anxiety producing experience.
(Cheng, Horowitz, & Schalert, 1999; Young,1990)
4
5. Introduction
There is a negative correlation between speaking
anxiety and oral performance.
(Tóth, 2006; Woodrow, 2006; Yang, 2010)
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6. Introduction
E-portfolio
- provides a structured context for students and
teachers so as to present text, audio, video in a fluid
Not existing or happening at
form which can be easily processed same timeintegrates
the and it
synchronous and asynchronous communication
functions Happening or existing at
the same time
(Abrami & Barrett, 2005)
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7. Literature Review
The students with high oral proficiency level felt
less anxious than the ones with lower oral
proficiency level in speaking English.
(Liu, 2006, 2007; Sato, 2003; Tóth, 2006)
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10. Literature Review
Learners who with less confidence and practices
tended to be more anxious while they need to speak
in a foreign language or the target language.
(Boonkit, 2010; Lee, 2009; Dogruer, Menevis, & Eyyam, 2010)
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11. Literature Review
E-portfolio is linked to students’ ability to
self-regulated learning and to enhance their
meaningful learning of important educational skills
and abilities.
(Abrami & Sclater, 2006)
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12. Research Gap
Study of the relationship between English speaking
anxiety and e-portfolio implementing is scarce.
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13. Purposes of the Study
- to investigate how the college students experience
anxiety in an English oral training class
- to examine whether the implementation of an e-portfolio
has any effect on speaking anxiety
- to explore if there is a relationship between speaking
anxiety and the students at different proficiency levels
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14. Research Questions
1. To what extent do the college students experience
speaking anxiety?
2. How do the college freshmen experience
speaking anxiety at different oral proficiency levels?
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15. Research Questions
3. In which English speaking activity do the students feel
most anxious?
4. Is there any change in student speaking anxiety after
implementing an E-portfolio?
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16. Methodology
• Approximate 55 first • Chaoyang University
year English-major of Technology
students
Participants Location
• Descriptive Statistics • English Speaking
• T-test Anxiety (FLCAS)
• Pearson r correlation • Questionnaire
• E-portfolio
Statistical
analysis Instruments
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20. Procedure
Pilot study Formal study Pre-test
• Approximate 55 • Approximate 55 • Time: Fall, 2011
first-year English- first-year English- • After first time
major students major students oral presentation
• Enroll in English • Enroll in English • English Speaking
oral training class oral training class Anxiety
• Time: Spring, Questionnaire
2011
• English Speaking
Anxiety
Questionnaire
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21. Procedure
Treatment Assignments Post-test
• E-portfolio • Two oral • Time: Dec., 2011
• Self goal- presentations • After second
setting • Two self- time oral
• Peer recorded video presentation
evaluations clips • English Speaking
• Uploading • Two reflective Anxiety
assignments journals Questionnaire
• Four online peer • Interview
evaluations
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22. 1. To what extent do the college students experience
speaking anxiety?
Descriptive
Statistics Analysis
2. How do the college students experience speaking
anxiety at different oral proficiency levels?
T-test
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23. 3. In which English speaking activity do the students feel
most anxious?
Descriptive
Statistics Analysis
4. Is there any change in student English speaking
anxiety after implementing an E-portfolio?
T-test
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