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Joanna proposal defense

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  • 1. Exploring Self-efficacy and English Speaking Anxiety among EFL English-major College Students
    Presenter: Yi-Han Joanna Yang
    Advisor: Dr. Pi-Ying Teresa Hsu
    Date: June 1st, 2011
    1
  • 2. Contents
    Literature review
    1
    2
    Introduction
    3
    Methodology
    2
  • 3. Introduction
    Background
    1
    2
    Motivation
    3
  • 4. Background
    4
  • 5. Background
    With the increasing need for students with higher oral English ability, many students do their utmost to improve their spoken English level and in many universities, even one in four classes areassigned to practice of spoken English every week.
    (Yang, 2010)
    5
  • 6. Background
    Reading
    Listening
    1970s
    Writing
    Speaking
    6
  • 7. Background
    One of the major concerns among researchers and educators is that anxiety may have a negative effect on academic achievement.
    (MacIntyre, 1999; Young, 1991)
    7
  • 8. Background
    It has been observed that highly efficacious students are confident about what they can achieve. Set themselves challenges and are committed to achieving them, work harder to avoid failure. (Ching, 2002)
    8
  • 9. Motivation
    9
  • 10. Motivation
    English Speaking Anxiety
    10
  • 11. Motivation
    Although speaking has been regarded as one of the important parts in foreign language learning, many students often complain that they are not given enough chances to practice spoken English.
    11
  • 12. Motivation
    Some students will suddenly stop in the process of speaking and after some consideration, they will turn to the teacher and ask whether Chinese can be used.
    (Yang, 2010)
    Anxiety
    12
  • 13. Literature Review
    1
    Effects of Language Anxiety on Performance
    2
    Effects of Self-efficacy on Foreign Language Speaking Anxiety
    Purposes of the Study
    3
    Research Questions
    4
    13
  • 14. Anxiety
    Horwitzet 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)
    Horwitz (1986)
    14
  • 15. Anxiety
    There were three components of foreign language anxiety:
    (Horwitz et al., 1986 )
    Communication apprehension
    Negative
    evaluation
    Test anxiety
    15
  • 16. Anxiety
    Students’ anxiety levels were significant positively correlated with their own ability in the target language
    (Kitano, 2001)
    (Garner et al., 1997)
    16
  • 17. Self-efficacy
    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)
    17
  • 18. 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)
    18
  • 19. Purposes of the Study
    19
  • 20. Purposes of the study
    1. To explore the relationship between students’ self-
    efficacy and their English speaking anxiety
    2. To exam the effects of using Spoken Learning Log on students’ self-efficacy and English speaking anxiety
    20
  • 21. Research Questions
    21
  • 22. Research Questions
    1. To what extent do the students
    experience English speaking anxiety in
    English Speaking class?
    2. What is the difference in English
    speaking anxiety among the students at
    different proficiency levels?
    3. What is the relationship between self-
    efficacy and English speaking anxiety?
    4. Is there any change in students self-
    efficacy and English speaking anxiety?
    22
  • 23. Methodology
    1
    Participants
    Instruments
    2
    3
    Statistic Analysis
    4
    Procedure
    23
  • 24. Participants
    120 English-major sophomore college students enrolled in English Listening and Speaking class
    Chaoyang University of Technology.
    24
  • 25. Instruments
    25
  • 26. Foreign Language Speaking Anxiety Scale
    (FLSAS)
    A 36-item of foreign language speaking
    anxiety scale will be adapted from Young
    (1990).
    ex: I would feel anxious while speaking English in English Listening and Speaking class.
    26
  • 27. Procedure
    Pretest
    Pilot Study
    Formal Study
    • FLCAS will be employed
    • 28. Participant : about 120
    English-major sophomore
    college students will
    enrolled in English
    Listening & Speaking class.
    • Time: Sep-Oct, 2011
    Posttest
    • FLCAS will be employed
    • 29. Participant : about 120
    English-major sophomore
    college students will
    enrolled in English
    Listening & Speaking class.
    • Time: Jan-Feb, 2012
    • 30. FLCAS will be employed
    • 31. Participant : about 30
    English-major sophomore
    college students.
    • Time: June, 2011
    27
  • 32. Procedure
    HOW
    Proficiency Levels
    Wu (2007)
    Select samples from the top and the bottom 25% to 33%; plus the top and the bottom 27% are the most recommended.
    Low
    (midterm / final)
    Medium
    (midterm / final)
    High
    (midterm / final)
    28
  • 33. Spoken Learning Log
    Reflective Journal
    Spoken Learning Log
    29
    http://lms.ctl.cyut.edu.tw/1999043/doc/84271
  • 34. Statistic Analysis
    To what extent do the students experience English
    speaking anxiety in English Listening and Speaking class?
    2. What is the difference in English speaking anxiety among the students at different proficiency levels?
    Descriptive Statistics Analysis / ANOVA
    30
  • 35. Statistic Analysis
    3. What is the relationship between self-
    efficacy and English speaking anxiety?
    Descriptive Statistics Analysis
    Pearson correlation
    31
  • 36. Statistic Analysis
    4. Is there any change in students self- efficacy and
    English speaking anxiety?
    T-test / ANOVA
    32
  • 37. Thanks for your Listening
    ~Q&A~
    33

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