Minimizing
EFL Students’ Anxiety In Learning English
Agustin
Finda La Dode
Undergraduate
Program
English
Education Study Program
Dayanu
Ikhsanuddin
e-mail
: agustinfinda.95@gmail.com
Abstract
Anxiety in learning English as a foreign language can occur due to
several factors. With a sense of fear, it could make the students' ability to
grasp and understand the English language reduced, and the students will not be
confident in the classroom. It should be known by the teacher that anxiety
which occurs in the students will be revealed in this paper. Some other
explanations of the causes of foreign language anxiety as the results of
worries and things that trigger anxiety will be discussed in this paper in
order to resolve and reduce concerns in studying English as a foreign language.
1.
Introduction
A growing body of research stretching from the
mid-1970s onward indicates that communication anxiety commonly affects many
foreign language learners.
Because
anxiety can hinder performance and achievement, classroom anxiety is a topic
deserving of continuing investigation. Early research focused mainly on students
studying foreign languages in the United States and Canada, but studies of
Asian and other learners have been increasing in recent years. Foreign language anxiety is the feeling of unease, worry, nervousness and apprehension
experienced when learning or using a second or foreign language. These feelings
may stem from any second language context whether associated with the
productive skills of speaking and writing, or the receptive skills of reading and
listening. Foreign language anxiety is a form of what psychologists describe as
specific anxiety reaction. Some
individuals are more predisposed to anxiety than others, and may feel anxious in a wide
variety of situations. Foreign language anxiety, however, is a specific
situation and also affects individuals who are not characteristically anxious
in other situations.
Many EFL teachers have found themselves frequently
challenged by the awkward silence in the language classroom and the low levels
of student motivation. Learning more about the affective factors that may
influence the process of language acquisition and lead to ineffectual learning
is crucial to prevent an atmosphere that is fraught not only with frustration
for teachers, but also with fear and anxiety for students. MacIntyre, Noels,
and Clément (1997) suggested that students who experience apprehension in the
language classroom are likely to underestimate their academic competence,
causing a discrepancy between their self-perceived and actual language
proficiency, which might eventually exert a debilitating influence on learner’s
motivation and language acquisition.
As noted by Oxford and Shearin (1994), a
non-threatening environment is essential for maintaining or improving learner’s
motivation and helping learners decrease their anxiety levels to minimum.
Dӧrnyei (2001) also posited that creating a classroom atmosphere that is
“pleasant and supportive” is an important task for teachers before any further
activities become effective in keeping students motivated (p. 40). One of the
strategies he proposed to aid in the enhancement of learner motivation is to
alleviate language anxiety in the second/foreign language learning context.
According to the Affective Filter hypothesis proposed by Krashen (1987), either
motivation or anxiety is an important affective variable that may function as
an affective filter and influence comprehensible input in the process of
acquiring a language.
Anxiety which occurs can affect the
ability of students and academic value as the conclusion because of the learners
are afraid to learn English based on some opinions above. Some things you can
do to minimize anxiety as a teacher is to motivate students and make the atmosphere
in the classroom more exciting so that students do not feel tense and will be
able to learn to be more comfortable.
2.
What Is
Language Anxiety?
The concept of anxiety is a central construct in
theories of personality (Al-Shboul, Ahmad, Nordin, & Rahman, 2013). In a broad
sense, anxiety is a state characterized by the sensation of vague fear,
nervousness, discomfort, and apprehension that is not linked to a specific
cause or situation. Anxiety has been a focus of research in foreign language
education since the early 1970s (e.g., Aida, 1994; Dörnyei, 2005; Horwitz,
1986; Horwitz, Horwitz, & Cope, 1986; Horwitz & Young, 1991; Scovel,
1978). Young (1992) conceptualized foreign language anxiety (FLA) as a
complicated psychological phenomenon specific to language learning. MacIntyre
and Gardner (1994) also defined FLA as the feeling of tension and apprehension specifically
associated with second or foreign language contexts, including speaking,
listening, and learning, or the worry and negative emotional reaction when
learning or using a second or foreign language.
Past research (e.g., Dörnyei, 2005;
Ellis, 1994; Gardner, 1985; Horwitz, 2001; Horwitz et al., 1986; MacIntyre, 1998;
Scovel, 1978) argued that anxiety in the context of foreign or second language
learning is different from and independent of personality trait anxiety and
state anxiety. MacIntyre and Gardner (1989) stated that the anxiety that
specifically affects English and French vocabulary acquisition and production
is different from anxiety in general. Dörnyei (2005) further noted that
language learning anxiety is not a transfer of anxiety from other domains such
as test anxiety or communication apprehension but rather a uniquely L2-related
variable.
3.
Types of anxiety
There are many types of anxiety. Not all of them are
particular to foreign language learning, but many of them have been discussed in
the foreign language learning literature. These anxieties can be described in
different ways and group into several categories, which overlap to a certain
degree. First of all in general terms is the distinction between trait
anxiety, which is the tendency of a person to be nervous or feel tension
regardless of the particular circumstances, and state (situational) anxiety,
which is nervousness or tension at a particular moment in response to some outside
stimulus (MacIntyre and Gardner, 1989). One type of situational anxiety, for example,
is communication anxiety, which may occur when people interact verbally (Daly,
1991). Another type is fear of negative evaluation, which may be present
when people worry about what others think of them (Horwitz, Horwitz, and Cope,
1986).
1.
Classroom Anxiety
In
classrooms, a number of other anxieties may be observed. Learners may feel cognitive tension when their
expectations about the content and organization of course are not met, and affective tension when there is
unsatisfactory interaction with other learners or the instructor (Spielmann and
Radnofsky, 2001). Other classroom anxieties are test anxiety, which is fear of poor performance on tests
(Horwitz, Horwitz, and Cope, 1986), and specific subject or task
anxieties such as the nervousness and tension associated with grammar,
listening, public speaking, reading, and writing (e.g., Arnold, 2000; Cheng,
Horwitz, and Schallert, 1999; Matsuda and Gobel, 2001; Oh, 1992; Saito,
Horwitz, and Garza, 1999; Sellers, 2000; VanPatten and Glass, 1999; Vogely,
1998; Young 1990).
2.
Causes of Foreign Language
Learning Anxiety
The
causes of foreign language learning anxiety have been a major focus of research.
One area of research has examined situational variables, for example,
course activities, course level, course organization, and instructor behavior
(Jackson, 2002; Oh, 1992; Oxford, 1999a; Powell, 1991; Samimy, 1989; Spielmann
and Radnofsky, 2001; Young, 1991). Another area of research has investigated learner
variables such as ability, age, beliefs, gender, learning styles, and
personality factors among others (e.g., Bailey, Daley, and Onwuegbuzie, 1999;
Brown, Robson, and Rosenkjar, 1996; Campbell, 1999; Dewaele, 2002; Ehrman and
Oxford, 1995; Gardner, Day, and MacIntyre, 1992; Gardner, Smythe, and Brunet,
1977; Gregersen and Horwitz, 2002; Oxford, 1999b). In contrast, some
researchers have argued that it is not anxiety or other affective factors that
are the problem, but rather it is the native language ability and language
learning aptitude of the learner that need to be considered (e.g., Sparks and
Ganschow, 1991; Ganschow Javorsky, Sparks, Skinner, Anderson, and Patton,
1994).
3. Characteristics
of Foreign Language Learning Anxiety
Although
anxiety can be observed in both foreign language and other classes, the research
suggests that there are particular characteristics of formal foreign language learning
that hold the potential for provoking anxiety in learners who in other learning
situations would not experience it. For example, formal foreign language anxiety
has been attributed to the inability to present one’s
ideas and opinions as well as one can in the target language, which can
undermine self-esteem and threaten one’s self-image (e.g., Horwitiz,
Horwitz, and Cope, 1986). In addition, the inability to pronounce words
correctly or use correct grammar can lead to negative evaluation by others, and
the inability to comprehend spoken and written input, including
instructions, can lead
to confusion and embarrassment about how to respond or act. These types of
anxiety contribute to making formal foreign language learning a particular
at-risk experience for many learners (Horwitz and Young, 1991; Horwitz, 2001;
Young, 1999). . Moreover, Price (1991) described anxious language learners as
those having manifestations in class that include panic, indecision, anger, and a sense of
diminished personality..
Based
research about Characteristics of
Anxious Learners has identified many features of anxious learners.That
anxious students are often concerned about the impressions that others form of
them. When these students are confronted in a classroom with a learning
situation that makes them uncomfortable, they may choose to withdraw from the activity.
Some learners believe they cannot perform in English and thus form negative expectations,
which in turn lead to decreased effort and the avoidance of opportunities to
enhance their communication skills. Additionally, anxious foreign language
students are generally less willing to participate in learning activities and
perform worse than non-anxious students.
4. Sources of Language Anxiety
There are numerous anxiety-provoking situations in
the language classroom. Horwitz et al. (1986) identified three components of
foreign language classroom anxiety. The first component is communication
apprehension, which refers to “a type of shyness characterized by fear of or
anxiety about communicating with people” (Horwitz et al., 1986, p. 127). The
second component is fear of negative evaluation, which is broadly defined by Horwitz
et al. (1986) as an apprehension about others’ evaluations, avoidance of
evaluative situations, and the expectation that others will evaluate one
negatively. Young (1991) attributed foreign language classroom anxiety to six
sources: personal and interpersonal anxieties, learner beliefs about language
learning, instructor beliefs about language learning, instructor-learner
interactions, classroom procedures, and language testing. Moreover, Horwitz
(2001) acknowledged that the lack of perceived teacher support is a major
factor that can evoke a learner’s anxiety. Numerous studies (Oxford, 1999;
Phillips, 1992; Reid, 1995; Samimy, 1994; Young, 1999) noted likewise that
speaking activities, negative classroom experiences, teachers’ harsh teaching
styles, learners’ inability to comprehend, learners’ learning styles, and the
learning context are all sources of learners’ anxiety in language classes.
5. Effects
of Foreign Language Learning Anxiety
Foreign
language learning anxiety has been associated with a large number of negative
outcomes that can be classified as physical, psychological, or social (e.g., Bailey,
Daley, Onwuegbuzie, 1999; Oxford 1999a). Physical symptoms can include, for
example, rapid heartbeat, muscle tension, dry mouth, and excessive
perspiration. Psychological symptoms can include embarrassment, feelings of
helplessness, fear, going blank, and poor memory recall and retention among
others. Negative social behavior may be manifested in such ways as inappropriate
silence, unwillingness to participate, absenteeism, and withdrawal from the
course. These effects can lead to
poor performance and
low achievement. Research suggests that for many learners, success and
perseverance in foreign language learning to a large extent depends both on the
teacher’s
ability to minimize the debilitating effects of classroom anxiety and the
learners’ ability
to cope with the anxiety that cannot be prevented or avoided (e.g., Young,
1999).
4.
The
Ways to Minimize The Anxiety
a. Use of Cooperative Learning
The
reason why their anxiety reduced was probably because this learning environment
provided opportunities for students to support, encourage, and praise each
other. In such an atmosphere, students may feel more comfortable to try out new
ideas. The result was in accordance with Young (1999) who found that pair and
small group work could contribute to a low-anxiety classroom situation. From
the findings, it was determined that the pleasant atmosphere can be created by
the teacher and foreign language learning anxiety is not something to be
ignored or considered a problem for the students to deal with on their own.
b. Give Motivation
Numerous researchers have shown that both
motivation (Clement et al. 1994; Dornyei, 2001; Gardner and MacIntyre, 1993;
Mehrpour and Vojdani, 2012; Tuan, 2012) and anxiety (Horwitz et al. 1986; Liu,
2006; Liu and Jackson, 2008; MacIntyre and Gardner, 1989) are significant
factors in second and foreign language acquisition and affectivity. Motivation
represents one of the most appealing variables used to explain the differences
in learners during language learning (Pintrich and Schunk, 2002), and
motivation is one of the most significant factors that impacts the rate and
success of language learning (Dornyei, 1998).
As
indicated above, motivation play a vital part in English learning outcomes.
c. Creation Of A
Friendly Classroom Atmosphere
The
anxiety pertaining to the speaking of English as SL/FL consists of
“self-perceptions, beliefs, feelings and behaviors related to classroom language
learning arising from the uniqueness of the language learning process”
(Horwitz, Horwitz and Cope, 1986: p.128). Foreign language learning process is
a unique process, because learners are required to communicate using a language
which they have not mastered perfectly. The case study presented in this
article showed that a supportive classroom atmosphere, in which language errors
are considered as natural in the process of language acquisition, without
overcorrection which can “draw students’ attention away from communication and
toward a focus on form and accuracy” (Gregersen,2003: 31), can be instrumental
in helping anxious students overcome their perception of low ability and fear
of negative evaluation and
make
the atmosphere in the classroom more exciting so that students do not feel
tense and will be able to learn to be more comfortable.
5.
The
Role of Teachers to Minimize The Anxiety
Anxious students require teachers' support more than
other students. They are more sensitive and fragile to the teachers sarcastic
words or non-supportive manners. Therefore, it is possible to keep the anxiety
levels to minimum with a supportive and constructive classroom environment. Therefore, it is
important that foreign language instructors not only recognize the possibility
that some students experience high levels of anxiety, but also identify these
at-risk students. Foreign
language
educators can begin to explore instructional strategies that reduce foreign
language/listening anxiety, and to fully implement the available sources to
mitigate anxiety in their students. The implications of this study mostly
address English language instructors, who may find the following approaches promising
in alleviating foreign language/listening anxiety in the learners. First and
foremost, foreign language instructors should address the emotional concerns of
anxious students. They should acknowledge these feelings as legitimate and then
attempt to lessen students' feelings of inadequacy, confusion, and failure by providing
positive experiences to counteract the anxiety. Educators could confront the students'
erroneous beliefs by providing them with complete and accurate information
regarding the course goals and objectives. They can also build the students'
confidence and self-esteem in their foreign language ability via encouragement,
reassurance, positive reinforcement, and empathy. In this respect, teachers
should be especially sensitive when they are correcting students' errors, and
should remind them that it is through making errors that one acquires language
proficiency. Instructors' expectations from students should be realistic and
convincing, otherwise it creates anxiety. Also, teachers should openly discuss
the nature of anxiety with students and encourage them to seek help when
needed. By so doing, teachers reassure the learners that they are not alone in
their feelings.
Furthermore, foreign language
instructors need to train the students to listen for the main points, and do
not expect themselves to understand every word while listening. The students
should be asked to suppose that they are at a party. There are many groups of
people at the party, who are talking about different topics. They want to know
what the different groups of people are saying, but they do not have enough
time to listen to every group completely. Therefore, they choose to listen to
only a small part of what is being said by each group to understand the gist of
talking materials. Likewise, they should listen to listening comprehension
tapes only to grasp the most important points. Because following word by word
causes them to lag behind and feel nervous. This "party situation"
strategy, however, works for elementary and intermediate-level students,
because advanced-level students may need to listen for details. With respect to
testing listening comprehension, because a low-stress testing environment
allows the testers to concentrate more fully on test items rather than being
distracted by self-deprecating worry and fear of evaluation, test givers are
recommended to encourage a relaxed testing atmosphere. They are required to
receive the students warmly and supportively and give them positive suggestions
before the exam session, while openly discussing the nature of foreign language
anxiety, and urging them to overcome their negative feelings. To optimize
learning for all learners, teachers should be aware of anxiety-provoking
situations and take step to minimize their negative impact. In addition,
learners would benefit from being taught how to cope with these situations in a
positive way.
6.
Conclusion
As language teachers, we hear myriad of complaints
about foreign language anxiety from our students’ sides. Debilitative anxiety
is reported by many studies to have influenced the process of language learning
negatively (MacIntyre and Gardner 1994; Chen and Chang, 2004; Pappamihiel,
2002; Izadi, 2003). More specifically, here we deal with a specific type of
anxiety, which is associated with foreign language learning situations and has
been glossed as “foreign language learning anxiety” (MacIntyre and Gardner
1994). Anxious students are likely to experience mental block, negative
self-talk and ruminate over a poor performance which affects their ability to
process information in language learning contexts. Teachers’ role is a crucial factor that comes
into play with respect to foreign language learning anxiety. One study examined
the impact of classroom climate on students’ levels of foreign language anxiety
and found that several components of classroom climate were associated with
higher and lower levels of anxiety. Most importantly, the level of perceived
teacher support had the strongest relationship with students’ feelings of
anxiety. According to the instrument used in the study, teacher support is defined
as “the help and friendship the teacher shows toward students; how much the
teacher talks openly with students, trusts them, and is interested in their
ideas” (Trickett and Moos, 1995). Thus, according to this finding, it may be
possible to minimize the anxiety of language learners by offering them a sincere
support and interest.
7.
References
Aida,
Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign
language anxiety: The case of students of Japanese. The Modern Language
Journal, 78, 155-168.
Andrade, Melvin
Kenneth Williams
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