This document summarizes a study that investigated factors contributing to speaking-in-class anxiety among Chinese ESL learners in Hong Kong. The study involved a questionnaire completed by 313 first-year university students. Factor analysis identified five main factors: speech anxiety and fear of negative evaluation, comfortableness speaking with native speakers, negative attitudes towards English class, negative self-evaluation, and fear of failing class. The results showed that negative self-evaluation was an important factor leading to speaking anxiety. The conclusion suggests these findings could apply to other non-Chinese language learners as well.

1. An exploration of speaking-in-class
anxiety with Chinese ESL learners
Name: Mickey, Chan
Instructor: Teresa, Hsu
Date:2015/ 01/12 1

2. Citation
Mak, B. (2011). An exploration of
speaking-in-class anxiety with Chinese
ESL learners. System, 39(2), 202–214.
doi:10.1016/j.system.2011.04.002
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3. Content
Introduction
Literature review
Method
Results
Conclusion
Reflection
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4. Introduction
Background
Purpose of the study
Research question
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5. Background
Given that learners’ feelings about learning
affect their ability to learn, research evidence
reveals that one of the most important affective
variables in the process is anxiety.
(Brown, 1987;Chastain,1976;
Macintyre & Gardner, 1911)
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6. Purpose of the study
An investigation into the anxieties of
Hong Kong Chinese students of
spoken English
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7. Research question
1. What are the factors contributing to the
speaking-in-class anxiety of Chinese ESL
first-year university students in Hong Kong?
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8. Literature review
Anxiety and speaking-in-class anxiety
Impact of ESL speaking-in-class anxiety on
Hong Kong students
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9. Anxiety and speaking-in-class anxiety
Speaking in class is probably the most
frequently cited concern of anxious second
language learners.
(Aida,1994; Liu&Jackson,2008;
Mak&white,1997)
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10. Impact of ESL speaking-in-class
anxiety on Hong Kong students
English, one of two official languages, is
considered an important curriculum
element. It reveals that Hong Kong’s
students have few opportunities to speak
English in class.
(Liu&Littlewood,1997)
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11. Method
Participants
Instrument
Data analysis
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12. Participant
313 first-year randomly selected
participants from a Hong Kong
university taking compulsory English
for academic purpose courses
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13. Instrument
Describe the design of the questionnaire and explain the 33
items Part one section A
Describe the additional six questionnaire items
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14. Procedure
The sections were modified to provide
four choices. Ask students filled out the
questionnaire in their English lessons
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15. Results
Factors contributing to speaking-in-class
anxiety identified by factor analysis
Factors contributing to speaking-in-class
anxiety as identified by items 34-39 in
part one, section B of the questionnaire
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16. Factor analysis
1. Speech anxiety and fear of negative
evaluation
2. Comfortableness when speaking with
native speakers
3. Negative attitudes towards the English
class
4. Negative self-evaluation
5. Fear of failing the class consequences
of personal failure
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17. Factor analysis
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18. Items 34-39 in part one, section B of
the questionnaire
Results indidcate that enough wait-time
helps lower the ESL speaking-in-class
anxiety of participants because the mean
for item37 of 3.02 is the highest of all 39
items.
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19. Conclusion
This study are discussed not only for Chinese
speakers of English but also for non-Chinese
learners. It reveals that negative self-
evaluation is an important factor leading to
speaking-in-class anxiety.
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20. Reflection
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Practice makes perfect.

21. 21
Thank you