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This document summarizes a presentation about a study investigating the relationship between foreign language anxiety and listening comprehension test performance among Iranian EFL learners, and the role teachers can play in reducing students' anxiety. The study found a moderate negative correlation between students' scores on a foreign language anxiety scale and their listening comprehension test scores. It also found that students with high anxiety showed significant improvement on a second listening test after an anxiety-reducing session with their teacher. The conclusion is that anxious students have trouble focusing on class material or test questions due to worrying and tension caused by their anxiety.
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The document summarizes a study that examined the relationship between Iranian EFL students' foreign language anxiety and listening comprehension test performance. The study found a correlation between higher anxiety levels and lower test scores. It also found that when teachers helped reduce students' anxiety through encouragement and reassurance, the students' test scores improved. The conclusion recommends that language educators implement strategies to reduce foreign language anxiety in order to help students build confidence and improve their performance.
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Teacher motivation & teachers’ working conditions: GLOBAL AND REGIONAL EVIDENCETeachers Task Force for Education 2030
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Presentation to 9th International Policy Dialogue Forum
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The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears. Presentation 2
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429 teresa's presentation
- 1. Company LOGO The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners Presenter ： Adam Wang Instructor ： Dr. Pi-Ying Teresa Hsu Date ： April 29, 2013
- 2. Citation Izadi, A., & Atasheneh, N. (2012). The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners. English Language Teaching, 5(3), 178-187. 2
- 5. Introduction Background Many students blame anxiety as the blocking factor in concentrating on the test items and hence triggering poor performance on their exam. 5
- 6. Introduction Purpose of the study To investigate the influence of foreign language anxiety and whether teachers can play a role in reducing students’ foreign language listening anxiety 6
- 9. Literature Review MacIntyre and Gardner (1994) define foreign language learning anxiety as “the feeling of tension and apprehension especially associated with second language context, including speaking, listening, reading and writing“. (MacIntyre & Gardner, 1994, p.288-290). 9
- 10. Literature Review “Anxious students are likely to experience mental block, negative self-talk and ruminate over a poor performance which affects their ability to process information in language learning contexts”. (MacIntyre & Gardner, 1991a, p.87). 10
- 11. Methodology 11
- 14. Methodology Foreign Language Class Anxiety Scale (FLCAS) A scale developed by Horwtiz, Horwitz, and Cope, was used to be correlated with the testers’ scores in listening comprehension test. 14
- 15. Methodology Foreign Language Class Anxiety Scale (FLCAS) 15 Strong agree Agree Neither agree nor disagree Disagree Strong disagree
- 19. Results 19
- 20. Results & Findings Q1 ： What is the relationship between Iranian EFL students’ foreign language class anxiety and listening comprehension? The results showed a moderate but significant negative correlation between FLCAS and listening comprehension (r=-.469). 20
- 21. Results & Findings Q2 ： What roles can teachers play in reducing the amount of anxiety triggered in foreign language listening situations? The high anxious informants had a significant improvement in the second listening comprehension test results due to the reduction of their level of anxiety in the treatment session. 21
- 23. Conclusion Those students who are susceptible to anxiety, are involved in their self-deprecatory thoughts, worry and tension rather than focusing on what is being told to them in a language class or the questions on a test situation. 23
- 24. Reflection 24
- 25. Thank you for listening. Company Logo25