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