9722608簡瑋婷Sadia

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9722608簡瑋婷Sadia

  1. 1. A study of learning anxiety and learning style of English majored freshmen and sophomores in college speaking classroom – A case study of Chienkuo Technology University Instructor: Dr. Pi-Ying Hsu Presenter: Wei – Ting Chien Date: January, 5 2009
  2. 2. Content I. Introduction II. Literature Review III. Purpose of study V. Methodology IV. Research Questions
  3. 3. Introduction <ul><li>English training for students in Taiwan, the speaking ability has been a serious obstacle apparently which deep concerned by English educators. </li></ul>
  4. 4. Introduction <ul><li>Most of university students are passive in English conversation courses. Students think they are forced to speak English. With negative learning attitude, it is a hard task for teachers to help students to achieve what they expected. </li></ul>
  5. 5. Literature review Foreign language anxiety Language anxiety Learning style Literature review
  6. 6. Foreign language anxiety test anxiety communication apprehension fear of negative evaluation Foreign language anxiety (Horwitz, 1986)
  7. 7. Language anxiety <ul><li>Language anxiety is a fear or apprehension that occurs when a learner is expected to use the second language. </li></ul><ul><li>(Gardner & MacIntyre, 1994) </li></ul><ul><li>Once language anxiety evolves into a lasting trait; it can have a persistent effect on language learning and language performance. </li></ul><ul><li>(Oxford, 1999) </li></ul>
  8. 8. Learning style <ul><li>Learning style was “the way in which each person absorbs and retains information and/or skills.” </li></ul><ul><li>(Dunn, 1984) </li></ul><ul><li>Learning styles are individual’s natural, </li></ul><ul><li>habitual, and preferred way (s) of absorbing, </li></ul><ul><li>processing, and retaining new information and </li></ul><ul><li>skills. </li></ul><ul><li>(Reid, 1995) </li></ul>
  9. 9. Purpose of study <ul><li>To explore how learning anxiety and learning styles affect the development of students speaking ability in college speaking classroom. </li></ul><ul><li>To investigate students’ perception and </li></ul><ul><li>expectation toward speaking classes. </li></ul>
  10. 10. Research questions <ul><li>Is the anxiety level of hi-achievers is lower than the low-achievers in speaking classes? </li></ul><ul><li>What are the differences of learning styles between hi-achievers and low-achievers in speaking classes? </li></ul><ul><li>What are the students’ perception and expectation toward speaking class? </li></ul>
  11. 11. Participants <ul><li>The target participants of this study are 100 English major freshmen and sophomores at Chienkuo Technology University (CTU) in Taiwan. </li></ul>Hi-achievers: first 50% Low-achievers: latter 50% Grades of speaking class
  12. 12. Instruments <ul><li>The Foreign Language Classroom Anxiety Scale (FLCAS) </li></ul><ul><li>Learning Style Survey (LSS) </li></ul>
  13. 13. Procedure of study Formal study Data analysis Pilot Study Interview Questionnaire
  14. 14. Data Analysis Quantitative data Qualitative data <ul><li>Descriptive analysis </li></ul><ul><li>Independent T-test </li></ul><ul><li>Open-ended question </li></ul><ul><li>will be analyzed, </li></ul><ul><li>coded, and organized </li></ul>
  15. 15. <ul><li>Thank you for your attention! </li></ul>

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