Chelsea'S_Research Final Edited.

Chapter 1

The Problem

Background of study

Everybody has problems when they speak English. Even if English skill is

enough, some are nervous and anxious. The most interesting is that the reasons are

different from each person even the same circumstances of them depending on their

personality and other reasons. This is the main reason why this study was

undertaken. Feelings of anxiety, apprehension and nervousness are commonly

expressed by second/foreign language learners in learning to speak a

second/foreign language. These feelings are considered to exert a potentially

negative and detrimental effect on communication in the target language. The use of

modern communicative language teaching approaches in the language classrooms

and the wide-spread use of English Language have increased the demand to learn

good communication skills but existence of such feelings in the learners may prevent

them from achieving the desired goal. (Tanveer, 2007).

Anxiety has been found to interfere with many types of learning but when it is

associated with leaning a second or foreign language it is termed as ‘second/foreign

language anxiety’. It is a complex and multidimensional phenomenon (Young, 1991:

cited in Onwuegbuzie et al., 1999: 217) and can be defined as “a subjective feeling

of tension, apprehension, nervousness, and worry associated with an arousal of the

automatic nervous system” (McIntyre & Gardner, 1994: cited in 1999: 217). It has

been found that the feelings of tension or nervousness centre on the two basic task

requirements of foreign language learning: listening and speaking (Horwitz et al.,

1986:29) because, in interaction, both the skills can not be separated. Through this

research, we would be able to analyze what method is good for speakers and how to

increase their confidence in speaking English considering to English speakers’

circumstance, situations and ability. Specifically, factors like gender, proficiency level,

personality, level of self esteem and language learning confidence will be studied in

relation to foreign language classroom anxiety. The following background provides

information on the variables and the main topic of this study.

Foreign Language Classroom Anxiety (FLCA)

Foreign Language Anxiety, or more precisely, Foreign Language Classroom

Anxiety (FLCA) is considered to be a situational anxiety experienced in the well-

defined situation of the foreign language classroom (MacIntyre & Gardner, 1991a,

1991b, 1994). As such, Horwitz, Horwitz and Cope (1991) view FLCA as “a distinct

complex of self-perceptions, beliefs, feelings, and behaviors related to classroom

language learning arising from the uniqueness of the language learning process”

(in Horwitz & Young, 1991, p.31) In all of these specifications, the context or situation

dependent nature of foreign language anxiety is emphasized.

According to Horwitz, Horwitz and Cope (1991) possible causes of FLCA are

communication apprehension, test anxiety and fear of negative evaluation. Mac-

Intyre and Gardner (1991a) describe FLCA stemming from the negative expectations

in foreign language learning. On the other hand, Price (1991) and Piniel

(2000) found classroom related factors to play a role in learners’ developing FLCA.

Correlational studies have also sought to establish relationships between individual

learner variables and FLA. (It must be noted however, that these relationships

do not imply cause-effect relationships.) FLA has been shown to correlate with age

gender, certain personality traits and with negative self-perceptions (Onwuegbuzie,

Bailey & Daley, 1999).

Gender and Foreign language learning anxiety

Gender has also been found to cause anxiety in male and female interaction

both within and out of the classroom settings. Carrier (1999: 70) states that past

research has revealed that gender affects communication between L2/FL dyads and

L1 and L2/FL speaker dyads. He deems it necessary to consider whether the gender

of the L1 speaker interlocutor has an effect on the listening comprehension of the

L2/FL speaker interlocutor.

Gobel and Matsuda (2003) asserted that gender-related anxiety research has

yielded conflicting results. Spielberger (1983: 19), in her study on state anxiety

found, “females are more emotionally stable than males in their reactions to highly

stressful and relaxing circumstances”. Similarly, in Kitano’s study (2001, cited in

Gobel and

Matsuda, 2003: 23) of Japanese college students, male students have been found to

feel more anxiety when they perceived their spoken Japanese less competent than

that of others; however, such a relationship was not observed among female

students. On the contrary, Machida (2001: cited in 2003: 23) examined FL Japanese

language class anxiety based on gender and found that female learners are more

anxious than male counterparts.

Self Esteem and language learning anxiety

A considerable amount of research has also been carried out within the field

of educational psychology, especially that which has been devoted to studying the

relationship between self-esteem and academic achievement. Two main issues have

been discussed: 1.) Whether self-esteem is a cause or an outcome of academic

achievement. 2.) Whether correlations between both are positive, negative or

insignificant.

Findings for both issues are diverse. Chapman (1988), Marsh, Byrne and

Shavelson (1988) maintain that self-esteem influences achievement; and a positive

correlation is found in many studies (Lawrence 1996; Lerner 1996). Conversely,

other studies sustain that self-esteem is mainly an outcome of achievement (Smit

and Crist 1995), or report a negative or absent correlation (Mecca, Smelser and

Vasconcellos 1989; Roy et al. 2003).

In the context of language learning low self-esteem is a non-clinical

phenomenon, it can have serious consequences. Students may avoid taking the

necessary risks to acquire communicative competence in the target language; they

may feel deeply insecure and even drop out of the class. (Rubio,2007)

Personality and second language anxiety

Language anxiety is also intricately intertwined with other individual

differences such as personality traits, emotion, and motivation. For example,

personality traits, such as introversion and extraversion, are associated with anxiety

arousal (MacIntyre & Charos, 1996). The underlying assumption is that introverts are

more likely to be anxious than extraverts (Brown, Robson, & Rosenkjar, 2001).

Introverts usually prefer individual work more than group work, so they may easily

become anxious if they are put in more communication oriented classroom settings.

Extraverts, on the contrary, may feel uncomfortable if they are asked to work on their

own all the time.

Another important finding was that individuals with high neuroticism and high

extraversion scores did better on the oral test than on the written test when

compared with individuals having high neuroticism and low extraversion scores who

did better on the written test than on the oral test. (Robinson, 2002)

Korean learners of English are struggling to improve and develop their

English that is why there are many problems that we have when we speak English.

Among them, Anxiety is the one of the negative effects in speaking English. Through

the research, the researcher would like to get the information on how to decrease

their anxiety while speaking English and how can self-control to have confidence by

themselves.

Theoretical/ Conceptual Framework

The factors that affect the level of language learning confidence and foreign

language classroom anxiety of Korean language learners in MIC is the main focus of

this study and presented as follows are the concepts that supports the study.

Affective/Emotional factors that influence second language acquisition

The affective domain is the means through which individuals become aware

of their environment , respond to it with feelings, and act according to them. Some of

these feelings are:

Self-esteem. A large part of a person´s feelings revolve around the way that

person feels about himself/herself. According to Schumann, there are three aspects

of self-esteem:

Global (overall assessment of one´s worth)

Specific (self-evaluation in various life situations, e.g., at work, and in

individual characteristics, such as personality and intelligence)

Task (self-evaluation in particular tasks) It is unclear that high self-esteem

causes language success, but teachers should encourage students to feel proud of

their successes and abilities, because they may facilitate language learning.

Motivation. It´s the impulse, emotion or desire that causes one to act in a

certain way. Various individual, sociocultural and instructional factors impact

motivation. There are two types of motivation according to Gardner and Lambert:

Instrumental motivation (the need to acquire a language for a specific

purpose, e.g., getting a job)

Integrative motivation (the desire to become a member of the culture of the

second language group)

Anxiety. Anxiety when learning a second language can be seen as similar to

general feelings of tension that students experience in the classroom. Almost

everyone feels some anxiety when learning, and having to perform in a new

language compounds anxious feelings.

Attittudes. Attittudes play a critical role in learning a second language, for

example English. Attittudes toward self, toward language, toward English-speaking

people, and toward the teacher and the classroom environment affect students.

Empathy. It´s the capacity to be aware of another´s feelings and to share

them. It involves the connection of oneself with others. When learning a second

language, listeners must understand the intentions and emotions of a speaker and

attempt to comprehend the message.

Foreign Language Anxiety

MacIntyre (1999) suggested a type of anxiety called situation specific anxiety

which is xperienced only in a particular and specific situation. According to

MacIntyre, foreign language anxiety s a situation specific anxiety that relates to

environments of foreign language learning, and that is felt hen one is required to use

a foreign language. According to Horwitz, Horwitz and Cope (1986), foreign

language education is a complex process, which involves learners’ self-perceptions,

beliefs, and behaviors particular to environments of foreign language learning.

Individuals who do not have difficulty expressing themselves and comprehending

others in their native language have difficulty doing the same in a foreign language,

and they perceive all kinds of acts to be performed in a foreign language as a threat

to their self-perception. Language anxiety ranks high among factors influencing

language learning, whatever the learning setting is (Oxford, 1999), and it has

become central to any examination of factors contributing to the learning process

and learner achievement (Hurd, 2007, p. 488).

Given that foreign language anxiety pertains to performance evaluation in

academic and social environments, it may also be related to the three different types

of anxiety seen in cases of performance: communication apprehension, test anxiety,

and fear of negative evaluation.

Communication apprehension is a type of shyness that is felt when

communicating with people and that manifests itself through anxiety.

Fear of negative evaluation, which stems from an individual’s conviction of

being evaluated negatively, leads the individual to avoid others’ evaluations and

evaluative situations.

Defined as a type of performance anxiety that arises from fear of failure felt in

academic evaluation environments, test anxiety is the third anxiety type associated

with foreign language anxiety (Horwitz & Young, 1991). These three types of anxiety

and the degree of foreign language anxiety are worthy of consideration, and the

categorization of anxieties are helpful in describing foreign language anxiety.

Nevertheless, foreign language anxiety does not simply consist of their combination.

Horwitz et al. conceived foreign language anxiety as “a distinct complex of self-

perceptions, beliefs, feelings, and behaviors related to classroom language learning

arising from the uniqueness of the language learning process” (as cited in Batumlu &

Erden, 2007, p. 25–26).

Statement of the Problem and Hypothesis

This study sought to find out the Factors that affect the level of language

learning confidence and foreign language classroom anxiety of Korean language

learners in MIC.

Specifically, it sought to answer the following:

1. What is the level of Self Esteem of Korean students in relation to different

variables?

Hypothesis

2. What is the level of language learning confidence of Korean students in

relation to different variables? What are the variables the Affect the level of

language learning confidence of students?

Hypothesis

3. To what extent is the level of foreign language classroom anxiety of Korean

students in relation to different variables? What are the variables that

contribute to the high level of classroom anxiety of Korean students?

Hypothesis

Research Paradigm

Chapter 2

INPUTI. Conceptual Framework

A. Affective/Emotional factors that influence second language acquisition1. Self-esteem2. Motivation3. Anxiety4. Attitudes5. Empathy

B. Foreign Language Anxiety1. Communication apprehension 2. Fear of negative evaluation3. test anxiety

II. Identified personality of students, level of self esteem, language learning confidence and foreign language classroom anxiety.

PROCESS

Anxiety of the gather data through questionnaires and Internet resources

OUTPUT

1. Identified level of self esteem, and language learning confidence of Korean language learners in MIC.

2. Identify the variables that affects the level of foreign language classroom anxiety of Korean language learners in MIC

3. A guideline of effective way to overcome foreign language classroom anxiety.

Design and Methodology

Research Design

This research seeks to determine the Factors that affect the level of language

learning confidence and foreign language classroom anxiety of Korean language

learners in MIC. The descriptive survey method was used to reach the results and

conclusions of the study. In the descriptive survey method, the questionnaire was

used as the main gathering tool.

Population and Locale of the Study

The study included Korean students of MIC located at Monticello Camp 7

Baguio City. A total of 30 students was the subject of this research. The study was

conducted from July to August 2010. Table 1 presents the distribution of population.

TABLE 1DISTRIBUTION OF POPULATION

Course Taken Male Female TotalESL 10 8 18

Test Preparation (IELTS/ TOEIC/ TOEFL)

6 5 11

　Total 16 14 30

Data Gathering Tools and Data Gathering Procedures

The descriptive survey method was used in this study. In order to answer the

problems of the research, a structured survey questionnaire was used.

The main data gathering tool used in this research was composed of 4

different standard questionnaires the Personality test, Rosenberg Self-Esteem Scale,

Self Confidence Test and The Foreign Language Classroom Anxiety Scale (FLCAS).

The descriptions of the questionnaires used in the study are as follows.

The Personality Test

The personality test used in the study was developed by Myers-Briggs which

is a 10 item questionnaire used to assess extraversion or introversion.

Rosenberg Self-Esteem Scale

Self-esteem is a positive or negative orientation toward oneself; an overall

evaluation of one's worth or value. People are motivated to have high self-esteem,

and having it indicates positive self-regard, not egotism. Self-esteem is only one

component of the self-concept, which Rosenberg defines as "totality of the

individual's thoughts and feelings with reference to himself as an object." Besides

self-esteem, self-efficacy or mastery, and self-identities are important parts of the

self-concept.

Self Confidence Test

The self confidence test is a 10 item questionnaire taken from the study of

Hyesook Park and Adam Lee which was developed on the basis of previous

literature. The ten item questionnaire is divided into four groups namely situational

confidence (SC), Communication Confidence (CC), Language Potential Confidence

(LPC), and Language Ability Confidence (LAC)

The Foreign Language Classroom Anxiety Scale (FLCAS)

The Foreign Language Classroom Anxiety Scale (FLCAS) was developed by

Horwitz, Horwitz and Cope (1991) to assess the degree to which a respondent feels

anxious in a foreign language classroom based on the construct of foreign language

classroom anxiety being a composite of communication apprehension, fear of

negative evaluation and test anxiety.

Treatment of Data

The results of the survey was tallied and grouped depending on the specified

groupings provided by the different questionnaires used in the study. The item

groupings and computation are presented as follows.

Personality test

Interpreting the FLCAS

The 33 item questionnaire was designed to survey three sections

1. Communication apprehension (1,4,9,14,15,18,24,27,29,30 and 32)

2. Test anxiety (3,5,6,8,10,11,12,16,17,20,21,22,25,26,28)

3. Fear of negative evaluation (2,7,13,19,23,31 and 33)

The negatively worded items (such as item 2, 5, 8, 11, 14, 18, 22, 28, and

32), the values were reversed.

Scores lower than 99 denote lower levels of anxiety, while scores higher than

99, denote higher levels of anxiety. The score of 99 was the cut-off line.

Rosenberg Self-Esteem Scale

Items 2,5,6,8,9 are reversed scored. The highest score is 30 and the cut of

score is 20. The higher the score, the higher the self esteem.

Self Confidence Questionnaire

The item distribution of the self confidence scale are Language Ability

Confidence 1, 2, Situational Confidence 3 ,4, 5, Communication Confidence 6,7,

Language Potential Confidence 8,9,10

The weighted mean was interpreted as follows

Chapter 3

Results and Discussions

Researchers have studied the effects of anxiety on foreign language learning

since the 1970's. In spite of substantial advances in teaching methods and

techniques, apprehension continues to exist in the foreign language classroom. This

study investigates the factors that influences the anxiety experienced by a randomly-

selected sample of foreign language students in an ESL/ EFL setting.

The following tables and figures present the results of the study.

1. What is the level of Self Esteem of Korean students in relation to different variables?

Self-esteem can greatly impact language acquisition. Studies have shown

students who have higher level of self-esteem tend to have more success in the

second language learning. In psychological term, people with high self-esteem are

associated closely with optimism. On the other hand, people with low self-esteem

are linked to pessimism, depression and anxiety. (Yang, 2005)

TABLE 2LEVEL OF SELF ESTEEM OF KOREAN LANGUAGE LEARNERS IN MIC

IN RELATION GENDER

　Level of Self Esteem　Gender

Males FemalesHigh Self Esteem 13.33 16.67Normal Self Esteem 30 36.67Low Self Esteem 3.33 3.33

Table 2 presents the level of self esteem of Korean language learners in MIC

in relation to gender. As can be seen, in the first and second items there are more

females with higher level of self esteem than males with the percentage of 16.67 but

we can notice that in both groups, majority of the students have normal self esteem.

On the other hand, both males and females have equal percentage of having low

self esteem with 3.33%.

TABLE 3

LEVEL OF SELF ESTEEM OF KOREAN LANGUAGE LEARNERS IN MIC IN RELATION PROFICEINCY LEVEL

Level of Self Esteem　Proficiency Level

Beginners IntermediateHigh Self Esteem 20 10Normal Self Esteem 40 26.67Low Self Esteem 6.67 --

Table 3 shows the level of self esteem of Korean language learners in MIC in

relation to proficiency level. As can be seen, most beginners and intermediate have

normal percentage of self esteem, 40%for beginner and 26.67% for intermediate. On

the other hand, it is interesting to know that no one among the intermediate students

have low self esteem while there is 6.67% of the beginners who have low self

esteem .

TABLE 4LEVEL OF SELF ESTEEM OF KOREAN LANGUAGE LEARNERS IN MIC IN

RELATION COURSE TAKEN

Level of Self Esteem　

　Course Taken

ESLIELTS/ TOEIC/

TOEFL

High Self Esteem 16.67 13.33Normal Self Esteem 40 26.67Low Self Esteem 6.67 --

Table 4 shows the level of self esteem of Korean language learners in MIC in

relation course taken. From the table, majority of the students have normal self

esteem regardless of their course taken for ESL student 40%have normal level of

self esteem while IELTS/TOIC/TOEFL is 26.67%. On the other hand, it is interesting

to know that no one among IELTS/TOEIC/TOEFL students have low self esteem

while 6.67 % of the ESL students have low self esteem.

High Self Esteem29%

Normal Self Esteem65%

Low Self Esteem6%

Fig. 2 Self Esteem of Korean Language Learners in MIC

Figure 2 presents the level of self esteem of Korean language learners in

MIC. It can be seen that majority of the language learners in MIC have normal self

esteem with a percentage of 65 %. Only 29 % have high self esteem and 6% have

low self esteem. Most Korean language learners in MIC have normal self esteem.

2. What is the level of language learning confidence of Korean students in relation to different variables? What are the variables that affect the level of language learning confidence of students?

Self-confidence is the most significant in language-learning. It provides

learners with the motivation and energy to become positive about their own learning.

It also creates the drive in them to acquire the targeted language, enjoy the learning

process, and experience real communication. “At the heart of all learning is a

person’s belief in his or her ability to accomplish the task” (Atsuta, 2003. Lack of

belief in one’s ability hinders him from achieving that task—pursuing a targeted

language accomplishment. Moreover, it is widely believed that once students gain

self-confidence, it progressively expands, in conjunction with experiencing success

and satisfaction as well as good relationships.

TABLE 5LANGUAGE LEARNING CONFIDENCE LEVEL OF KOREAN LANGUAGE

LEARNERS IN MIC IN RELATION TO GENDER

Kind of ConfidenceGender

Males FemalesLanguage Ability Confidence 3.00 (A) 3.00 (A)Situational Confidence 2.89 (A) 2.91 (A)Communication Confidence 2.83 (A) 2.92 (A)Language Potential Confidence 3.43 (A) 3.18 (A)

Total Mean 3.04 (A) 3.00 (A)

The table presents the language learning confidence level of Korean

language learners in MIC in relation to gender. It can be seen that in both groups, all

item were interpreted as agree which means that the level of language learning

confidence of students is high.

Considering the weighted mean, both males and females have the highest

mean on the item language potential confidence with a mean of 3.43 for the males

and 3.18 for the females. Both groups also have similar item with the second

highest mean which is language ability confidence with similar means of 3.00.

Comparing the total mean of the language learning confidence level of both

groups, it can be seen that the males have a little bit higher language learning

confidence than females.

TABLE 6LANGUAGE LEARNING CONFIDENCE LEVEL OF KOREAN LANGUAGE

LEARNERS IN MIC IN RELATION TO PROFICIENCY LEVEL

Kind of Confidence　Proficiency Level

Beginner Intermediate

Language Ability Confidence 3.00(A) 3.00(A)Situational Confidence 2.80(A) 3.09(A)Communication Confidence 2.87(A) 2.91(A)Language Potential Confidence 3.18(A) 3.48(A)

Total Mean 2.96(A) 3.12(A)

This table shows the level of language learning confidence of Korean

language learners in MIC in relation to proficiency level. All items for both groups are

interpreted as agree which indicates a high level of language learning confidence.

For both groups, the item with the highest mean is language potential

confidence with means of 3.18 and 3.48 for the beginners and intermediate

respectively. Situation confidence on the other hand is the second highest for the

intermediate with a mea of 3.09 while language ability for the beginners with a mean

of 3.00.

Looking at the total mean, intermediate students have a higher level of

language learning confidence with a mean of 3.12 compared to the beginners with

2.96.

TABLE 7LANGUAGE LEARNING CONFIDENCE LEVEL OF KOREAN LANGUAGE

LEARNERS IN MIC IN RELATION TO COURSE TAKEN

　Kind of Confidence Course Taken　

ESLIELTS/ TOEIC/

TOEFL

Language Ability Confidence 2.87(A) 3.21(A)Situational Confidence 2.74(D) 3.17(A)Communication Confidence 2.84(A) 2.94(A)Language Potential Confidence 3.26(A) 3.33(A)Total Mean 2.93(A) 3.16(A)

Table7 shows language learning confidence level of Korean language

learners in MIC in relation to course taken. As can be seen, majority of learners

regardless of the course taken agreed with all items with total mean of 2.93 for ESL

and 3.16 for IETS/TOEIC/TOEFL learners. It is interesting to know that both ESL and

IELTS/ TOEIC/ TOEFL learners agreed that they possess Language Potential

Confidence with the mean of 3.36 and 3.33. However, ESL learners disagreed of

having situational confidence with the mean of 2.74.

TABLE 8LANGUAGE LEARNING CONFIDENCE LEVEL OF KOREAN LANGUAGE

LEARNERS IN MIC IN RELATION TO PERSONALITY

　Kind of ConfidencePersonality

Extrovert IntrovertLanguage Ability Confidence 3.10(A) 2.64(D)Situational Confidence 2.98(A) 2.64(D)Communication Confidence 2.99(A) 2.52(D)Language Potential Confidence 3.42(A) 2.86(A)

Total Mean 3.12(A) 2.67(A)

Table 8 presents the language learning confidence level of Korean students

in MIC in relation to personality. In this table, it can be seen that students personality

can affect the level of language learning confidence of language learners.

For the extroverts, all items were interpreted as agree while on the other

hand, only one item was interpreted as agree for the introverts. The extroverts have

the highest language learning confidence in the item language potential confidence

with a mean of 3.41 and followed by language ability follows with a mean of 3.10. For

the introverts on the other hand, languages potential confidence is the only item

interpreted as agree with a mean of 2.86.

As for the total mean, the extroverts have the higher level of language

learning confidence with a mean of 3.12 compared to that of the introverts with 2.67.

It can be concluded from the results that the more outgoing a person is, the higher

the level of language learning confidence a person will have.

TABLE 9LANGUAGE LEARNING CONFIDENCE LEVEL OF KOREAN LANGUAGE

LEARNERS IN MIC IN RELATION TO LEVEL OF SELF ESTEEM

　Kind of ConfidenceLevel of Self Esteem

Low Self Esteem

Normal Self Esteem

High Self Esteem

Language Ability Confidence 2.25(D) 2.88(A) 3.44(A)Situational Confidence 2.00(D) 2.83(A) 3.28(A)Communication Confidence 2.67(D) 2.67(D) 3.41(A)Language Potential Confidence 3.00(A) 3.25(A) 3.44(A)

Total Mean 2.48(D) 2.90(A) 3.39(A)

Table 9 shows the language learning confidence level of Korean language

learners in MIC in relation to level of self esteem. As can be seen, learners with low

self esteem disagree in most items except language potential confidence with a

mean of 3.00 and interpreted as agree. On the other hand learners with normal self

esteem agreed in most items except communication confidence with a mean of 2.67

and interpreted as disagree. Finally, learners with high self esteem, agreed in all

kinds of language learning confidence item, especially language ability confidence

and language potential confidence with the highest means of 3.44.

From the results, it can be generalized that the higher the self esteem, the

higher level of language confidence an individual will have. ). The result is in

congruence to the statement that “In general, successful language learners appear

to have higher self-esteem than those who are unsuccessful” (Richard-Amato, 2003)

Language Ability Confidence

Situational Confidence

Communication Confidence

Language Potential Confidence

1 1.5 2 2.5 3 3.5 4

Figure 3 Overall Level of Langauge Learning Con-fidence of Korean Langauge Learners in MIC

Figure 3 presents the overall level of language learning confidence of Korean

language learners in MIC. It can be seen that Language potential confidence is the

highest and followed by language ability confidence. Communication and situational

confidence are the lowest language learning confidence of Korean language

learners.

Males

Females

Beginner

Intermediate

ESL

IELTS/ TOEIC/ TOEFL

Extrovert

Introvert

Low Self Esteem

Normal Self Esteem

High Self Esteem

Pro

fice

incy

Le

vel

Pe

rosn

alit

y

0 0.5 1 1.5 2 2.5 3 3.5 4

Fig. 4 Factors that affect langauge learning confidence of Korean Langauge Learners in MIC

Figure 4 presents the factors that affect language learning confidence of

Korean language learners in MIC.

From the figure, 2 variables namely self esteem and personality can affect

the language learning confidence of language learners wherein the higher the self

esteem, the higher the language learning confidence ad vice versa. As for

personality, the more extrovert an individual is, the higher the level of language

learning confidence.

3. To what extent is the level of foreign language classroom anxiety of Korean students in relation to different variables? What are the variables that contribute to the high level of classroom anxiety of Korean students?

TABLE 10EXTENT OF FOREIGN LANGUAGE CLASSRROM ANXIETY OF KOREAN

LANGUAGE LEARNERS IN MIC IN RELATION TO GENDER

Foreign Language Classroom Anxiety

GenderMales Females

Communication Apprehension 2.31(D) 2.15(D)Test Anxiety 2.43(D) 2.24(D)Fear of Negative Evaluation 2.23(D) 2.12(D)

Total Mean 2.33(D) 2.17(D)

Table10 shows the extent of foreign language classroom anxiety of Korean

language learners in MIC in relation to gender. Both males and females disagreed in

all types of foreign language classroom anxiety. Furthermore, test anxiety has the

highest for both genders with the mean of 2.43 for males and 2.24 for females,

followed by communication apprehension and fear of negative evaluation.

Comparing the total mean, males have a slightly higher foreign language classroom

anxiety than females with a mean of 2.33 for the males and 2.17 for the females.

TABLE 11EXTENT OF FOREIGN LANGUAGE CLASSROOM ANXIETY OF KOREAN LANGUAGE LEARNERS IN MIC IN RELATION TO PROFICIENCY LEVEL

Foreign Language Classroom Anxiety

Proficiency Level

Beginners Intermediate

Communication Apprehension 2.28(D) 2.12(D)Test Anxiety 2.40(D) 2.21(D)Fear of Negative Evaluation 2.19(D) 2.13(D)

Total Mean 2.29(D) 2.15(D)

Table 11 shows the extent of foreign language classroom anxiety of Korean

language learners in MIC in relation to proficiency level. It can be seen that all items

were interpreted as disagree that means that the Korean language learners in MIC

have low levels of communication apprehension.

For both beginners and intermediate students, the item with the highest

mean is test anxiety having means of 2.40 for the beginners and 2.21 for the

intermediate students. Comparing the total mean, beginners have slightly higher

level of foreign language classroom anxiety than intermediate students with means

of 2.29 compared with 2.15.

TABLE 12EXTENT OF FOREIGN LANGUAGE CLASSROOM ANXIETY OF KOREAN

LANGUAGE LEARNERS IN MIC IN RELATION TO COURSE TAKEN

Foreign Language Classroom Anxiety

Course Taken

ESLIELTS/ TOEIC/ TOEFL

Communication Apprehension 2.28(D) 2.14(D)Test Anxiety 2.44(D) 2.15(D)Fear of Negative Evaluation 2.32(D) 1.93(D)

Total Mean 2.35(D) 2.07(D)

Table12 shows the extent of foreign language classroom anxiety of Korean

language learners in MIC in relation to course. Similar to the other variables

presented in the preceding tables, all items were interpreted as disagree and test

anxiety having the highest means. The level of foreign language classroom anxiety

then of Korean language learners in relation to course taken is then low.

TABLE 13EXTENT OF FOREIGN LANGUAGE CLASSRROM ANXIETY OF KOEAN

LANGUAGE LEARNERS IN MIC IN RELATION TO PERSONALITY

Foreign Language Classroom Anxiety

Personality　Introvert Extrovert

Communication Apprehension 2.23(D) 2.21(D)

Test Anxiety 2.29(D) 2.46(D)

Fear of Negative Evaluation 2.17(D) 2.16(D)

Total Mean 2.23(D) 2.28(D)

Table13 shows extent of foreign language classroom anxiety of Korean

language learners in MIC in relation to personality. As can be seen, extrovert

learners have the highest test anxiety. On the other hand, both groups have the fear

of negative evaluation as the lowest mean.

TABLE 14EXTENT OF FOREIGN LANGUAGE CLASSRROM ANXIETY OF KOEAN

LANGUAGE LEARNERS IN MIC IN RELATION TO PERSONALITY

　 Foreign Language Classroom Anxiety

　Level of Self Esteem

Low Self Esteem

Normal Self

Esteem

High Self Esteem

Communication Apprehension 1.73(SD) 2.38(D) 1.99(D)Test Anxiety 2.00(D) 2.52(D) 1.98(D)Fear of Negative Evaluation 2.07(D) 2.27(D) 1.97(D)

Total Mean 1.93(D) 2.39(D) 1.98(D)

Table14 shows extent of foreign language classroom anxiety of Korean

language learners in MIC in relation to personality. As can be seen, low self esteem

learners strongly disagree to communication apprehension. Normal self esteem

learners have higher foreign language classroom anxiety less than low self esteem

and high self esteem learners.

Males

Females

Beginners

Intermediate

ESL

IELTS/ TOEIC/ TOEFL

Introvert

Extrovert

Low Self Esteem

Normal Self Esteem

High Self Esteem

Pro

ficie

ncy

Le

vel

Pe

rso

na

lity

0 0.5 1 1.5 2 2.5 3 3.5 4

Fig. 5 Factors that contribute to the high level of foreign language classroom anxiety of Korean students

Figure 5 presents the factors that contribute to the high level of foreign

language classroom anxiety of Korean students in MIC. We can see from the figure

that there are two variables where foreign language classroom anxiety can be

influenced namely course taken and self esteem. For course taken, we can observe

that ESL student have higher level of foreign language classroom compared to that

of the students who are taking IELTS/ TOEIC/ TOEFL. Also, students with normal

self esteem have higher level of foreign language classroom anxiety than that of the

students with high and low self esteem.

Chapter 4

Summary of Findings, Conclusions and Recommendations

The role of anxiety in foreign or second language learning is a topic which

has long been in the focus of second language (L2) researchers. This study is

focused mainly on foreign language classroom anxiety of Korean language learners

in MIC and the factors that can influence it such as language learning confidence,

self esteem, gender, proficiency level and course taken. This chapter presents the

conclusions and recommendations of the study.

Summary of Findings and Conclusions

1. What is the level of Self Esteem of Korean students in relation to different variables?

Most males and females, beginners and intermediate students, ESL and

IELTS/TOEIC/TOEFL students have normal level of self esteem.

Overall, majority of the Korean students in MIC have normal level of self

esteem.

2. What is the level of language learning confidence of Korean students in relation to different variables? What are the variables that affect the level of language learning confidence of students?

All males and females and beginner and intermediate students have high

level of language ability confidence, situational confidence, communication

confidence and language potential confidence.

The language learning confidence level of males and females are almost the

same.

Intermediate students have slightly higher level of language learning

confidence than intermediate students.

IELTS/TOEIC and TOEFL have high level of language ability confidence,

situational confidence, communication confidence and language potential

confidence. While on the other hand, ESL students have low situational confidence

but high language ability confidence, communication confidence and language

potential confidence. IELTS/TOEIC and TOEFL students have slightly higher

language leaning confidence than ESL students

Extroverts have high level of language ability confidence, situational

confidence, communication confidence and language potential confidence.

Introverts on the other hand have high level of language potential confidence but low

level of language ability confidence, situational confidence and communication

confidence.

Low self esteem students only have high level of language potential

confidence. Students with normal self esteem have low communication confidence

but high language ability confidence, situational confidence, and language potential

confidence. Students with high level of self confidence have high level of confidence

in all areas. The higher the self esteem, the higher the level of language learning

confidence.

The factors that influence language learning confidence of Korean language

learners in MIC are personality and self esteem wherein students with extravert/

extrovert personality have higher level of self confidence than that of the introverts.

Students with higher level of self esteem have higher level of language learning

confidence.

3. To what extent is the level of foreign language classroom anxiety of Korean students in relation to different variables? What are the variables that contribute to the high level of classroom anxiety of Korean students?

The level of foreign language classroom anxiety of students in MIC in all

variables is low. Test anxiety is the highest language classroom anxiety experienced

by MIC language learners.

Course taken and level of self esteem are the factors that influence language

classroom anxiety.

A number of studies have found that several factors involved in the process

of successful English learning such as learners’ attitude and motivation, learning

strategy, language anxiety, instructors’ behavior and characteristics, etc. Language

anxiety is one of the significant factors among these causes affect English learning.

From the results of the study, it can be concluded that the main factors that can

influence language learning confidence and foreign language classroom anxiety are

personality and self esteem. In McDonald’s “learn to be an optimist”(2004), a

motivational expert Maxwell Maltz observed the self-esteem is one of the most

empowering qualities that you can possess, and the lack of it can be debilitating-“like

driving through life with your hand-brake on”. The language confidence of low self

students is lower than that of the students with normal and high self esteem. The

study is limited only on identifying the factors and the why was not explored. Low

self-esteem combined with other affective factor, such as low motivation and high

anxiety can put up a ‘mental filter’ that impedes second language learning. In

addition, learning atmosphere can be one of the issues that affect second language

learners who may often feel anxious, discouraged and embarrassed. Recently, a lot

of studies have been done on this issue and educators should be concerned about

how these factors affect the second language classroom setting.

Recommendations

Bibliographical References

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.

Appendix A

Dear students,

I am a student of the TESOL course and I am trying to find out “the problems encountered by second language learners in speaking (Communication Apprehension, Speaking Anxiety) so I would like to ask you to answer this questionnaire kindly. There are no correct answers or incorrect answers in this questionnaire. The information is for the research only and the results obtained will be kept confidentially. Thank you for agreeing to help with this research. Your cooperation will be highly appreciated.

Yours truly,Kim, Ji Hye (Chelsea)

학생 여러분께

저는 TESOL 과정에서 공부하고 있는 학생입니다. 이 설문지는 제 2 언어 학습자들이 말하기에서 겪게 되는 문제점(의사소통문제, 말하기의 불안요소 등)에 대해서 알아보기 위한 것입니다. 설문지에는 정답이 없으므로 학생 여러분께서는 설문지에 솔직한 답변 부탁 드립니다.

학생 여러분의 설문지 답변과 정보는 비공개로 진행될 것입니다. 설문지 답변과 학생 여러분의 협조에 깊은 감사 드립니다.

김지혜 (Chelsea)

Appendix B

The Problems Encountered by Second Language Learners in Speaking( )Ⅰ. Respondent Profile.

Instruction: Please check or write the information needed.(해당되는 경우에 체크 해주세요)

1.Name(성명) : 2.Age (연령) : less than 15(15 세 이하) 16-19

20-25 26-30

30 and above(30 세 이상)

3.Gender(성별) : Male (남성) Female (여성)

4. Program (과정): ESL TOEIC/TOFLE

IELTS

5. Proficiency Level(수준) : Beginner(초급) Intermediate(중급) Advanced(고급)

Part I. Personality type.( 개인적인 성향)The following statement will identify your personality type. Please check the item that characterizes you.(개인적 성향에 관한 것 입니다. 해당하는 문항에 체크해 주세요.)

Items check1 I usually have many friends.(나는 보통 친구가 많다)2 I like new experiences.(나는 새로운 경험을 좋아한다)3 I am bored when I am alone.(나는 혼자 있을 때 지루하다)4 I am primarily interested in my own reactions to other people.

(나는 다른 사람에게 반응하는 것이 재미있다)5 I like to go out with groups.(나는 여럿이 어울려 노는 것이 좋다)6 I get energy and stimulation from people and the world around

me. (나는 주변사람들로부터 에너지를 받는다)7 I am not interested to react to others.

(나는 다른 사람에게 반응하지 않는다)8 I need to be alone.(나는 혼자만의 시간이 필요하다)9 I wonder if how others think about me.

(나는 사람들이 나에 대해서 어떻게 생각하고 있는지 궁금하다)10 I prefer to test the water before starting anything new.

(나는 일을 시작하기 전에 살피는 것을 좋아한다)11 I like to work alone(나는 혼자 일하는 것을 좋아한다)12 I feel lonely in a crowd of strangers.

(나는 낯선 사람들 속에서 외로움을 많이 느낀다) 13 I prefer to talk about others rather than about myself.

(나는 많은 사람들과 있는 것보다 가까운 몇몇 친구들과 있는 것이 더 좋다)

14 I am afraid of getting attention.(나는 시선집중 되는 것이 두렵다)

15 I like to talk with eye-contacting(나는 사람들과 눈을 맞추고 이야기하는 것이 좋다)

16 I like to talk with action.(나는 동작을 하면서 이야기하는 것이 좋다)

17 I prefer to use the phone rather than letters or notes(나는 편지나 메모를 쓰는 것보다 전화를 사용하는 것이 더 좋다)

18 I am stressful when I am alone.

(나는 혼자 있으면 스트레스를 받는다)19 I have many people around me.

(나는 항상 주위에 사람들이 많다)

Part II. Rosenberg Self -Esteem Questionnaire(Rosenberg 의 자부심 테스트)

This questionnaire has ten item answered on a four point Likert scale - from strongly agree to strongly disagree. Please check how much you agree or disagree if it is:이 테스트는 10 개의 항목, 4 가지 선택사항이 있습니다. - ‘매우 동의합니다’에서부터 ‘전혀 동의하지 않습니다’까지 선택할 수 있습니다. 여러분이 얼만큼 이 의견에 동의하시는지 체크해 주세요:

SA- Strongly Agree (매우 동의합니다.)A - Agree (동의합니다.)D - Disagree (동의하지 않습니다.)SD - Strongly disagree (전혀 동의하지 않습니다.)

　 Items SA A D SD

1On the whole, I am satisfied with myself.(전체적으로, 나 자신에게 만족한다.)

2At times, I think I am no good at all. (때때로, 내가 전혀 잘해내지 못한다고 생각한다.)

3I feel that I have a number of good qualities. (나에게 좋은 자질이 있다고 느낀다.)

4I am able to do things as well as most other people.(나는 다른 사람들이 해내는 만큼 할 수 있다.)

5I feel I do not have much to be proud of. (나는 자신감이 많지 않다고 느낀다.)

6I certainly feel useless at times. (나는 때때로 쓸모 없다고 느낀다.)

7I feel that I’m a person of worth, at least on an equal plane with others. (나는 적어도 다른 사람과 같은 수준이어야 가치 있는 사람이라고 느낀다.)

8I wish I could have more respect for myself.(나는 나 자신을 더 존중할 수 있길 바란다.)

9All in all, I am inclined to feel that I am a failure.(대체로, 나는 내가 실패했다고 느낀다.)

10I take a positive attitude toward myself. (나는 긍정적으로 행동하려고 한다.)

Part III. Self – confidence Questionnaire (자부심 테스트)

This questionnaire has ten answered on a four point from strongly agree to strongly disagree. Please check how much you agree or disagree if it is.이 테스트는 10 개의 항목, 4 가지 선택사항이 있습니다. ‘매우 동의 합니다’ 에서부터 ‘전혀 동의 하지 않습니다.’까지 선택할 수 있습니다. 여러분이 다음 의견에 얼만큼 동의하는지 체크해주세요.

SA: Strongly agree (매우 동의 합니다.)A: Agree (동의 합니다.)D: Disagree(동의 하지 않습니다.)

SD: Strongly disagree (전혀 동의 하지 않습니다.)

Items SA A D SD1 I can learn to speak English.

(나는 영어로 말하는 것을 배울 수 있다.)2 I can speak English fluently.

(나는 유창하게 영어를 말할 수 있다.)3 I am an important member of my group.

(나는 내 그룹 중에 중요한 구성원이다.)4 My group needs me to come to class every week.

(나의 구성원들은 매주 수업에 내가 참가하길 원한다.)5 I do not feel shy speaking English to my classmates.

(나는 학급친구들에게 영어로 말할 때 부끄럽지 않다.)6 I do not feel shy speaking English to my foreign

professor.(나는 외국인 교수에게 영어로 말할 때 부끄럽지 않다.)

7 I do not feel shy speaking English to my Korean professor.(나는 한국인 교수에게 영어로 말할 때 부끄럽지 않다.)

8 I think that I will speak perfect English someday.(나는 언젠가 완벽하게 영어를 구사할 것이라고 생각한다.)

9 I think that I will get a great TOEIC, TOEFL, IELTS score someday.(나는 언젠가 높은 토익, 토플, 아이엘츠 점수를 얻을 것이라고 생각한다.)

10 I think that I will get an A or A+ in most of my English classes.(나는 이 수업에서 A 또는 A+를 받을 수 있을 것이라고 생각한다.)

Part Ⅳ. Foreign Language Classroom Anxiety Scale.(외국어 수업 시 불안요소 측정)

For the following items, please indicate how much you feel anxiety in the foreign language class.

(다음에 주어진 내용을 보시고, 외국어 수업 중에 일어나는 상황에서 불안함의 정도를 표시해 주십시오.)

SA: Strongly agree (매우 동의 합니다.)A : Agree (동의 합니다.)N: Neither agree nor disagree (그냥 그렇습니다.)D: Disagree(동의 하지 않습니다.) SD: Strongly disagree (전혀 동의 하지 않습니다.)

　 Items SA A N D SD

1I never feel quite sure of myself when I am speaking in English. (나는 영어로 말할 때 확신이 없다.)

2I DON’T worry about making mistakes in language class.(수업시간에 실수하는 것에 대해 걱정하지 않는다.)

3I tremble when I know that I’m going to be called on in language class. (수업시간에 불려질 것이란 걸 알게 되면 떨린다.)

4It frightens me when I don’t understand what the teacher is saying in the English language. (선생님이 영어로 말하는 것을 알아듣지 못하는 것이 두렵다.)

5It wouldn’t bother me at all to take more English language classes. (영어수업을 더 듣는 것이 전혀 힘들지 않다.)

6During language class, I find myself thinking about things that have nothing to do with the course.(수업 시간 동안, 수업과 관계없는 다른 생각을 한다.)

7I keep thinking that the other students are better at language than I am. (다른 학생들이 나보다 더 잘한다고 계속 생각한다.)

8I am usually at ease (comfortable) during tests in my language class.(나는 시험을 치는 것이 쉽다.)

9 I start to panic when I have to speak without preparation in language class. (수업시간에 준비 없이 말을 하게 되면 혼란스럽다.)

10

I worry about the consequences of failing my language class.(시험결과가 나쁠까 봐 걱정한다.)

11

I don’t understand why some people get so upset over language classes. (수업시간에 왜 사람들이 당황하는지 이해가 되지 않는다.)

12

In language class, I can get so nervous I forget things I know.(수업시간에, 아는 것을 잊어버리면 매우 초조해진다.)

13

It embarrasses me to volunteer answers in my language class. (수업시간에 발표를 하게 되면 당황스럽다.)

14

I would NOT be nervous speaking the English language with native speakers. (원어민과 영어로 대화하는 것이 두렵지 않다.)

1 I get upset when I don’t understand what the teacher is 　 　 　 　 　

5correcting. (선생님이 내가 모르는 것을 지적할 때 당황스럽다.)

16

Even if I am well prepared for language class, I feel anxious about it.(수업 준비를 많이 했어도, 걱정스러운 마음이 생긴다.)

17

I often feel like not going to my language class.(자주 수업에 빠지고 싶다고 느낀다.)

18

I feel confident when I speak in English in my language class.(수업시간에 영어로 말하는 것에 자신감이 있다.)

19

I am afraid that my language teacher is ready to correct every mistake I make.(선생님이 내 모든 실수를 고쳐주려고 하는 것 같아 두렵다.)

20

I can feel my heart pounding when I’m going to be called on in language class. (수업시간에 지목이 되면 심장이 두근거리는 것을 느낄 수 있다.)

21

The more I study for a language test, the more confused I get.(시험공부를 할수록, 더 혼란스럽다.)

22

I DON’T feel pressure to prepare very well for language class.(수업준비에 대한 압박을 느끼지 않는다.)

23

I always feel that the other students speak the English language better than I do. (나는 항상 다른 학생들이 나보다 더 영어를 잘 한다고 느낀다.)

24

I feel very self-conscious about speaking English in front of the other students. (다른 학생들 앞에서 영어로 말하는 것이 수줍다.)

25

Language class moves so quickly I worry about getting left behind.(수업이 빠르게 진행이 되면 따라가지 못하는 것이 걱정된다.)

26

I feel more tense and nervous in my language class than in my other classes. (다른 수업시간들 보다 영어 수업시간에 더 긴장이 된다.)

27

I get nervous and confused when I am speaking in my language class. (나는 수업 시간 중에 말을 할 때 초조하고 혼란스럽다.)

28

When I’m on my way to language class, I feel very sure and relaxed.(수업시간에, 나는 편안함을 느낀다.)

29

I get nervous when I don’t understand every word the language teacher says. (선생님이 말한 모든 단어들을 이해하지 못할 때 초조하다.)

30

I feel overwhelmed by the number of rules you have to learn to speak the English language. (영어말하기를 배울 때 필요한 규칙이 많아 부담스럽다.)

31

I am afraid that the other students in the class will laugh at me when I speak in English. (내가 영어로 말하면 다른 학생들이 웃을까 봐 두렵다.)

32

I would probably feel comfortable around native speakers of the English language. (나는 원어민들이 주위에 있을 때 편안함을 느낀다.)

33

I get nervous when the language teacher asks questions which I haven’t prepared in advance.(미리 준비하지 못한 질문을 받으면 초조하다.)