Browsing by Subject "Foreign language anxiety"
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Item Open Access Impact of dialogue journals on language anxiety and classroom affect(Bilkent University, 2005) Köse, EvrenThis study explored the impact of using dialogue journals on language anxiety and classroom affect. The study was conducted with one control group and one experimental group at Zonguldak Karaelmas University in the spring semester of 2005. In total, 48 students and one teacher participated in the study. Following a workshop on the implementation of the dialogue journal, the teacher taught her class as usual and added dialogue journal use. Dialogue journal use was not part of the instruction for the control group. Data were collected through questionnaires and interviews. The questionnaires were administered to both groups before and after the six-week treatment. The questionnaires consisted of Likert scale items from (1)-Strongly Disagree to (5)-Strongly Agree. Interviews were also conducted with the teacher and selected students after the treatment. Questionnaires were analyzed by t-tests and ANOVA tests. The results revealed that no significant differences after the treatment were found between the control group and the experimental group students’ anxiety levels as measured by FLCAS. However, data collected in teacher and student interviews suggested that dialogue journal implementation had positive effects on attitudes towards English courses.Item Open Access The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety(Bilkent University, 2009) Balemir, Serkan HasanThis study investigated the sources of foreign language speaking anxiety and the relationship between proficiency levels and degree of foreign language speaking anxiety. The study was conducted at Hacettepe University, with the participation of 234 students from the departments of Basic English, Electrical and Electronics Engineering, International Relations and English Linguistics. Data were collected through a proficiency exam, a questionnaire and interviews. The proficiency exam is an adapted version of the Michigan Test of English Language Proficiency. The questionnaire had two parts. In the second part, the participants were given an adapted version of the Foreign Language Speaking Anxiety Scale (FLSAS), which was developed by Huang (2004). Afterwards, nine students were selected for participation in the interviews to get a more detailed analysis of the sources of foreign language speaking anxiety. The analysis of the quantitative data revealed that the participants had a moderate level of foreign language speaking anxiety, and that the level of learners‟ language proficiency did not play an important role in their degree of foreign language speaking anxiety. The quantitative data also revealed that teaching and testing procedures, personal reasons, and fear of negative evaluation were major anxiety provoking factors. The interview results showed that certain linguistic difficulties were additional sources of foreign language speaking anxiety in this EFL context.