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429 teresa's presentation

  1. 1. Company LOGOThe Role of Teachers inReducing/Increasing ListeningComprehension Test Anxiety: A Case ofIranian EFL LearnersPresenter : Adam WangInstructor : Dr. Pi-YingTeresa HsuDate : April 29, 2013
  2. 2. Citation Izadi, A., & Atasheneh, N. (2012). The Role of Teachers inReducing/Increasing Listening Comprehension Test Anxiety:A Case of Iranian EFL Learners. English Language Teaching,5(3), 178-187.2
  3. 3. ContentsIntroduction1Literature Review2Methodology3Results4Conclusions5Reflections63
  4. 4. Introduction4
  5. 5. IntroductionBackgroundMany students blame anxiety as the blocking factor inconcentrating on the test items and hence triggering poorperformance on their exam.5
  6. 6. IntroductionPurpose of the studyTo investigate the influence of foreign language anxiety andwhether teachers can play a role in reducing students’ foreignlanguage listening anxiety6
  7. 7. IntroductionResearch Questions7
  8. 8. LiteratureReview8
  9. 9. Literature ReviewMacIntyre and Gardner (1994) define foreign language learninganxiety as “the feeling of tension and apprehension especiallyassociated with second language context, including speaking,listening, reading and writing“.(MacIntyre & Gardner, 1994, p.288-290).9
  10. 10. Literature Review“Anxious students are likely to experience mental block, negativeself-talk and ruminate over a poor performance which affectstheir ability to process information in language learningcontexts”.(MacIntyre & Gardner, 1991a, p.87).10
  11. 11. Methodology11
  12. 12. MethodologyParticipants12
  13. 13. MethodologyMaterials13
  14. 14. Methodology Foreign Language Class Anxiety Scale (FLCAS)A scale developed by Horwtiz, Horwitz, and Cope, wasused to be correlated with the testers’ scores in listeningcomprehension test.14
  15. 15. Methodology Foreign Language Class Anxiety Scale (FLCAS)15Strong agreeAgreeNeither agree nor disagreeDisagreeStrong disagree
  16. 16. MethodologyProcedure16
  17. 17. MethodologyProcedure17
  18. 18. MethodologyProcedure18
  19. 19. Results19
  20. 20. Results & Findings Q1 : What is the relationship between Iranian EFL students’foreign language class anxiety and listeningcomprehension?The results showed a moderate but significant negativecorrelation between FLCAS and listening comprehension(r=-.469).20
  21. 21. Results & Findings Q2 : What roles can teachers play in reducing theamount of anxiety triggered in foreign languagelistening situations?The high anxious informants had a significantimprovement in the second listening comprehension testresults due to the reduction of their level of anxiety inthe treatment session.21
  22. 22. Conclusion &Reflection22
  23. 23. Conclusion Those students who are susceptible to anxiety, are involved intheir self-deprecatory thoughts, worry and tension rather thanfocusing on what is being told to them in a language class orthe questions on a test situation.23
  24. 24. Reflection24
  25. 25. Thank you for listening.Company Logo25