عناصر مشابهة
Foreign Language Speaking Apprehension Among EFL Learners: An Explanatory Sequential Mixed Methods Design
| المصدر: | مجلة كلية التربية |
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| الناشر: |
جامعة طنطا - كلية التربية
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| المؤلف الرئيسي: | |
| مؤلفين آخرين: | |
| المجلد/العدد: | مج70, ع2 |
| محكمة: | نعم |
| الدولة: | مصر |
| التاريخ الميلادي: | 2018 |
| الصفحات: | 71 - 116 |
| ISSN: | 1110-1237 |
| رقم MD: | 968135 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | English |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
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| المستخلص: | Feeling anxious, apprehensive and nervous are often quoted by foreign language learners as factors that explain their inability or failure to communicate in a foreign language. Such feelings are deemed to have a latent detrimental impact on performance particularly on speaking using the target language The current study offers an insight into the levels and potential factors that speaking apprehension can possibly stem from within the classroom as perceived by 150 Egyptian EFL majors representing the four-grade levels, at Faculty of Education, Al- Azhar University, in an attempt to inform pedagogy in similar contexts. The study, utilizing a FLSAS and semi-structured interviews, adopted both quantitative and. qualitative data collection method to gain in-depth, more reliable data and reduce potential biases. Results indicated that speaking apprehension was a multi-faceted phenomenon originated from an array of intertwined factors, some of these factors are related to students’ self-perceived poor linguistic ability, and others are interpersonal factors related to student a, while more are related to the faculty; their teaching practices and the teaching materials used. The findings contradicted the assumption of the intuitive belief that students at higher grade levels felt more apprehensive than those at lower grade levels. The study recommended the need to create a healthy supportive and motivating learning environment that helps lower students’ high level of speaking apprehension, and encourages them to take risks and consider making mistakes as part and parcel of the natural learning teaching processes which, in turn, fosters self-confidence. |
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