Joanna proposal defense

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Joanna proposal defense

  1. 1. Exploring Self-efficacy and English Speaking Anxiety among EFL English-major College Students<br />Presenter: Yi-Han Joanna Yang<br />Advisor: Dr. Pi-Ying Teresa Hsu<br />Date: June 1st, 2011<br />1<br />
  2. 2. Contents<br />Literature review<br />1<br />2<br />Introduction <br />3<br />Methodology<br />2<br />
  3. 3. Introduction<br />Background<br />1<br />2<br />Motivation<br />3<br />
  4. 4. Background<br />4<br />
  5. 5. Background<br /> 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. <br />(Yang, 2010)<br />5<br />
  6. 6. Background<br />Reading<br />Listening<br />1970s<br />Writing<br />Speaking<br />6<br />
  7. 7. Background<br /> One of the major concerns among researchers and educators is that anxiety may have a negative effect on academic achievement.<br />(MacIntyre, 1999; Young, 1991)<br />7<br />
  8. 8. Background<br /> 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)<br />8<br />
  9. 9. Motivation<br />9<br />
  10. 10. Motivation<br />English Speaking Anxiety<br />10<br />
  11. 11. Motivation<br /> 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.<br />11<br />
  12. 12. Motivation<br /> 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.<br />(Yang, 2010)<br />Anxiety<br />12<br />
  13. 13. Literature Review<br />1<br />Effects of Language Anxiety on Performance<br />2<br />Effects of Self-efficacy on Foreign Language Speaking Anxiety<br />Purposes of the Study<br />3<br />Research Questions<br />4<br />13<br />
  14. 14. Anxiety<br />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.<br /> (Aida, 1994; Chen, 2002; Cheng et al., 1999; Kitano, 2001; Phillips,1992; Saito et al., 1999; Wang & Ding, 2001; Worde, 2003)<br />Horwitz (1986)<br />14<br />
  15. 15. Anxiety<br />There were three components of foreign language anxiety: <br />(Horwitz et al., 1986 )<br />Communication apprehension<br /> Negative <br /> evaluation<br />Test anxiety<br />15<br />
  16. 16. Anxiety<br />Students’ anxiety levels were significant positively correlated with their own ability in the target language<br />(Kitano, 2001)<br />(Garner et al., 1997)<br />16<br />
  17. 17. Self-efficacy<br />People’s judgment of their capabilities to organize and execute courses of action required to attain designated types of performances.<br />(Bandura & Schunk, 1981, p. 31)<br />17<br />
  18. 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.<br />(Mills, Pajares, & Herron, 2006)<br />18<br />
  19. 19. Purposes of the Study<br />19<br />
  20. 20. Purposes of the study<br />1. To explore the relationship between students’ self- <br /> efficacy and their English speaking anxiety<br />2. To exam the effects of using Spoken Learning Log on students’ self-efficacy and English speaking anxiety<br />20<br />
  21. 21. Research Questions<br />21<br />
  22. 22. Research Questions<br />1. To what extent do the students <br /> experience English speaking anxiety in <br /> English Speaking class?<br />2. What is the difference in English <br />speaking anxiety among the students at <br />different proficiency levels?<br />3. What is the relationship between self-<br /> efficacy and English speaking anxiety?<br />4. Is there any change in students self- <br /> efficacy and English speaking anxiety?<br />22<br />
  23. 23. Methodology<br />1<br />Participants<br />Instruments<br />2<br />3<br />Statistic Analysis<br />4<br />Procedure<br />23<br />
  24. 24. Participants<br />120 English-major sophomore college students enrolled in English Listening and Speaking class<br />Chaoyang University of Technology.<br />24<br />
  25. 25. Instruments<br />25<br />
  26. 26. Foreign Language Speaking Anxiety Scale<br />(FLSAS) <br /> A 36-item of foreign language speaking <br /> anxiety scale will be adapted from Young <br /> (1990).<br />ex: I would feel anxious while speaking English in English Listening and Speaking class.<br />26<br />
  27. 27. Procedure<br />Pretest<br />Pilot Study<br />Formal Study<br /><ul><li> FLCAS will be employed
  28. 28. Participant : about 120 </li></ul> English-major sophomore <br /> college students will <br /> enrolled in English <br /> Listening & Speaking class. <br /><ul><li> Time: Sep-Oct, 2011</li></ul>Posttest<br /><ul><li> FLCAS will be employed
  29. 29. Participant : about 120 </li></ul> English-major sophomore <br /> college students will <br /> enrolled in English <br /> Listening & Speaking class. <br /><ul><li> Time: Jan-Feb, 2012
  30. 30. FLCAS will be employed
  31. 31. Participant : about 30 </li></ul> English-major sophomore <br /> college students. <br /><ul><li>Time: June, 2011</li></ul>27<br />
  32. 32. Procedure<br />HOW<br />Proficiency Levels<br />Wu (2007)<br />Select samples from the top and the bottom 25% to 33%; plus the top and the bottom 27% are the most recommended.<br />Low<br />(midterm / final)<br />Medium<br />(midterm / final)<br />High<br />(midterm / final)<br />28<br />
  33. 33. Spoken Learning Log<br />Reflective Journal<br />Spoken Learning Log<br />29<br />http://lms.ctl.cyut.edu.tw/1999043/doc/84271<br />
  34. 34. Statistic Analysis<br />To what extent do the students experience English <br />speaking anxiety in English Listening and Speaking class?<br />2. What is the difference in English speaking anxiety among the students at different proficiency levels?<br />Descriptive Statistics Analysis / ANOVA<br />30<br />
  35. 35. Statistic Analysis<br />3. What is the relationship between self-<br /> efficacy and English speaking anxiety?<br />Descriptive Statistics Analysis<br />Pearson correlation <br />31<br />
  36. 36. Statistic Analysis<br />4. Is there any change in students self- efficacy and <br />English speaking anxiety?<br />T-test / ANOVA<br />32<br />
  37. 37. Thanks for your Listening<br />~Q&A~<br />33<br />

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