مطالب مرتبط با کلیدواژه

FLCAS


۱.

English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions

نویسنده:
منبع: Research in English Education Volume ۲, Issue ۴ (۱۲-۲۰۱۷)

کلیدواژه‌ها: foreign language anxiety FLCAS perceptions speaking anxiety

حوزه‌های تخصصی:
تعداد بازدید : ۹۴۲ تعداد دانلود : ۹۲۰
The aim of this study was to examine Iranian EFL university students’ level of anxiety and their perceptions towards in-class activities during speaking courses and possible causes of apprehension. Moreover, this study investigated whether or not EFL university students’ gender differences affect their perceptions of foreign language speaking anxiety. To this end, data were collected from 175 Iranian EFL learners; 125 females and 50 males through Foreign Language Classroom Anxiety Scale (FLCAS) adopted from Horwitz, Horwitz, and Cope (1986) followed by a structured interview. The findings showed that the level of females’ anxiety was significantly higher than that of males in impromptu speaking activities. Moreover, instructors could have an essential role in reducing the speaking anxiety. Results of the interviews confirmed the findings obtained through the questionnaire.
۲.

Speaking Test Anxiety among Adult Saudi EFL Learners: Causes, Factors, and Suggested Solutions(مقاله علمی وزارت علوم)

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۵, Issue ۲, October ۲۰۲۵ 166 - 180

کلیدواژه‌ها: English as a Foreign Language FLCAS foreign language anxiety speaking anxiety test anxiety

حوزه‌های تخصصی:
تعداد بازدید : ۱۹ تعداد دانلود : ۱۷
Speaking test anxiety is a pervasive challenge for adult English as a Foreign Language (EFL) learners, particularly in contexts where English proficiency is tied to academic and professional advancement. This empirical research study investigates the causes, contributing factors, and potential strategies to cope with speaking test anxiety among adult EFL learners in Saudi Arabia. Using a mixed-methods approach, the research combines quantitative survey data with qualitative interpretations to provide a comprehensive understanding of the phenomenon. Sixty-eight undergraduate male students, selected through purposive sampling method, participated in this research. The data were collected via standardized instruments (a modified FLCAS, and another survey instrument prepared by the researcher). Research findings reveal that cultural expectations, fear of negative evaluation, less frequency of speaking tests, and limited speaking practice contribute significantly to “the participants' speaking test” anxiety. The study bears significance in Saudi Arabian contexts as it identifies the causes of English speaking and test anxiety among adult learners and also suggests test-taking strategies to cope with test stress and related anxiety. The study concludes with pedagogical recommendations to mitigate anxiety and enhance speaking performance.