مطالب مرتبط با کلیدواژه

speaking anxiety


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 : ۷۴۱ تعداد دانلود : ۷۸۶
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.

Effects of Different Corrective Feedback Types on Reducing Iranian Test-takers’ Speaking Anxiety: Lower- and Upper-intermediate Levels

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۲, Autumn ۲۰۲۲ 11 - 21

کلیدواژه‌ها: Feedback Explicit correction speaking anxiety

حوزه‌های تخصصی:
تعداد بازدید : ۳۸۳ تعداد دانلود : ۱۷۰
The current study explored the effects of different feedback types on reducing Iranian test-takers’ speaking anxiety at the lower- and upper-intermediate levels. For this purpose, 90 male and female learners aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were selected through a convenient sampling method and divided into lower-intermediate and upper-intermediate levels on the basis of the Oxford Placement Test (OPT) results. Then, they underwent ten treatment sessions of recast, explicit, metalinguistic, and clarification corrective feedback. To measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The obtained results revealed that there was a statistically significant difference among the feedback types regarding the participants’ speaking anxiety at the lower-intermediate as well as the upper-intermediate level. The implication of this finding is that teachers should constantly implement different types of corrective feedback in their classes to help students with their speaking anxiety problems.