The Study of English Language Classroom Anxiety and Its Relationship with English Language Proficiency among Graduate Students in Thai Higher Education Institutions

Main Article Content

Apirat Akaraphattanawong
Arunee Hongsiriwat
Pateep Methakunavudhi

Abstract

This study aimed at investigating foreign language anxiety levels and the factors affecting the anxiety among Thai graduate students based on different ages, the field of study, and the type of higher education institution. It also examined the relationship between anxiety and language proficiency in the Thai context. Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was administered to graduate students from four types of Thai Higher Education Institutions: public higher education institutions, 3 fields of education following The Office of the Higher Education Commission (OHEC) classification framework; Science and Technology, Health Science, and Social Science & Humanities. That leads to several 248 students. The results revealed that Thai graduate students had a moderate level of anxiety. The highest level of English language anxiety that the participants experienced while they were studying English was fear of negative evaluation. Results of the ANOVA and a series of follow-up Scheffe-adjusted t-tests have revealed that students in private universities have significantly higher average foreign language classroom anxiety levels than those in Rajabhat universities, while there was no meaningful difference in foreign language classroom anxiety between different age groups and fields of study. A Pearson correlation was performed to examine the relationship between English language classroom anxiety level and English language proficiency level. Results revealed a significant negative relationship between English language classrooms and English language proficiency, whereby the lower the language proficiency, the higher the language anxiety, and the higher the language proficiency, the lower the language anxiety.

Article Details

How to Cite
Akaraphattanawong, A., Hongsiriwat, A., & Methakunavudhi, P. (2021). The Study of English Language Classroom Anxiety and Its Relationship with English Language Proficiency among Graduate Students in Thai Higher Education Institutions. Rajapark Journal, 15(42), 39–55. Retrieved from https://so05.tci-thaijo.org/index.php/RJPJ/article/view/253187
Section
Research Article

References

Abu-Rabia, S. (2004). Teachers’ Role, Learners’ Gender Differences, and FL Anxiety Among Seventh-Grade Students Studying English as a FL. Educational Psychology, 24(5), 711-721. DOI:10.1080/0144341042000263006

Alsowat, H. H. (2016). Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA. European Scientific Journal, ESJ, 12(7), 193. DOI:10.19044/ESJ.2016.V12N7P193

Arnold, J. (1999). Affect in Language Learning. Cambridge: Cambridge University.

Aydin, S. (2008). An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners. Asian EFL Journal, 30(1), 421-444.

Awan, R., Azher, M., Anwar, M. N., & Naz, A. (2010). An Investigation of Foreign Language Classroom Anxiety and its Relationship with Students’ Achievement. Journal of College Teaching and Learning, 7(11), 33-40.

Campbell, C. M., & Ortiz, J. (1991). Helping Students Overcome Foreign Language Anxiety: A Foreign Language Anxiety Workshop. In E.K. Horwitz & D.J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (Pp. 153-168). Englewood Cliffs, New Jersey: Prentice Hall.

Dewaele, J-M., & Alfawzan, M. (2018). Does the Effect of Enjoyment Outweigh that of Anxiety in Foreign Language Performance?. Studies in Second Language Learning and Teaching, 8(1), 21-45. DOI:10.14746/ssllt.2018.8.1.2

El-Anzi, F. O. (2005). Academic Achievement and its Relationship with Anxiety, Self-Esteem, Optimism, and Pessimism in Kuwaiti Students. Social Behavior and Personality: An International Journal, 33(1), 95–104. https://doi.org/10.2224/sbp.2005.33.1.95

Ezzi, N. A. A. (2012). The Impact of Gender on the Foreign Language Anxiety of the Yemeni University Students. International Journal of Applied Linguistics & English Literature, 1(2), 65-75. https://doi.org/10.7575/ijalel.v.1n.2p.65

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.

Jackson, J. (2002). Reticence in Second Language Case Discussions: Anxiety and Aspirations. System, 30(1), 65-84. DOI:10.1016/S0346-251X(01)00051-3

Jen, C. (2003). Anxiety in English Language Classrooms: An Investigation of Taiwanese Secondary School Students’ Foreign Language Anxiety in Four Classroom Contexts (Master’s thesis). University of Bristol, UK.

Jones, J. (2004). A Cultural Context for Language Anxiety. EA Journal, 21(2), 30-39.

Klaewthanong, T., & Phayrkkasirimwin, N. (2010). Is Knowledge Management Performance in Thailand's Educational Institutions Really the Path to Success. Parichart Journal, 23(1), 71-81.

Kurtus, R, (2001), Overcome the Fear of Speaking to Group. Retrieved from http://www.school-for-champions.com/speaking/fear.htm

Lei, X. (2004), Survey on Undergraduates’ English Learning Anxiety in Class and Implications on English Teaching. Foreign Languages and Literatures, 79, 46-51.

Mala, D. (2019, January 4). Thai Universities Struggle to Keep up. Bangkok Post. Retrieved June 5, 2021, from https://www.bangkokpost.com/thailand/general/1604990/thai-unis-struggle-to-keep-up

Mazzone, L., Ducci, F., Scoto, M.C. … et al. (2007). The Role of Anxiety Symptoms in School Performance in a Community Sample of Children and Adolescents. BMC Public Health, 7(347). https://doi.org/10.1186/1471-2458-7-347

McCraty, R. (2007). When Anxiety Causes Your Brain to Jam, use Your Heart. Institute of Heart Math. Heart Math Research Center, Institute of HeartMath, Boulder Creek, CA.

Marzec-Stawiarska, M. (2015). Investigating Foreign Language Speaking Anxiety Among Advanced Learners of English. In M. Pawlak, & E. Waniek- Klimczak (Eds.), Issues in Teaching, Learning and Testing Speaking in a Second language (pp.103-120). Berlin: Springer.

Pinyosunun, A., Jivaketu, T., & Sittiprapaporn, W. (2006). Problem in Using English of International Graduate Students of Private Universities in Thailand. Huachiew Chalermprakiet Uni. J., 18, 21-30.

Phillips, E. M. (1992). The Effects of Language Anxiety on Student oral Test Performance and Attitudes. The Modern Language Journal, 76(1), 14-26. https://doi.org/10.2307/329894

Price, M. L. (1991). The Subjective Experience of Foreign Language Anxiety: Interviews with Highly Anxious Students. In E. K. Horwitz, & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice-Hall.

Poyrazli, S., & Kavanaugh, P. R. (2006). Marital Status, Ethnicity, Academic Achievement, and Adjustment Strains: The Case of Graduate International Students. College Student Journal, 40(4), 767–780.

Reyes, S. A., & Vallone, T. L. (2008). Constructivist Strategies for Teaching English Language Learners. Thousand Oaks, CA: Corwin Press.

Sparks, R. L., & Ganschow, L. (1991). Foreign Language Learning Differences: Affective or Native Language Aptitude Differences?. Modern Language Journal, 75(1), 3-16. http://dx.doi.org/10.1111/j.1540-4781.1991. tb01076.x

Spielberger, C. D. (1983). Manual for the State-Trait-Anxiety Inventory: STAI (form Y). Palo Alto, CA: Consulting Psychologists Press.

Soler, K. U. (2005). The Relation among Depression, Anxiety, Memory, and Attention in A Sample of College Students with Learning Difficulties(Ph.D. Dissertation, Department of Psychology). Carlos Albizu University.

Tóth, Z. (2010). Foreign Language Anxiety and the Advanced Language Learner: A Study of Hungarian Students of English as a Foreign Language. Newcastle: Cambridge Scholars Publishing.

Von Wörde, R. (2003). Students’ Perspectives on Foreign Language Anxiety. Virginia Community College System. 8(1), 1-15.

Watson, D., & Friend, R. (1969). Measurement of Social-Evaluative Anxiety. Journal of Consulting and Clinical Psychology, 33(4), 448–457. https://doi.org/10.1037/h0027806

Whitaker Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant Predictors of Test Anxiety Among Students with and Without Learning Disabilities. Journal of Learning Disabilities, 40(4), 360-376. https://doi.org/10.1177/ 00222194070400040601

Woodrow, L. (2006). Anxiety and Speaking English as a Second Language. Regional Language Centre Journal, 37(3), 308-328. DOI:10.1177/0033688206071315

Wu, K. (2010). The Relationship Between Language Learners’ Anxiety and Learning Strategy in the CLT Classrooms. International Education Studies, 3(1),174-191.

Young, D. J. (1990). An Investigation of Students’ Perspectives on Anxiety and Speaking. Foreign Language Annals, 23(6), 539-553.

Young, D. J. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest?. The Modern Language Journal, 75(4), 426-437. https://www.jstor.org/stable/329492

Zhao, N. (2007). A Study of High School Students English Learning Anxiety. The Asian EFL Journal, 9(3), 22-34.

Zheng, Y., & Cheng, L. (2018). How Does Anxiety Influence Language Performance? From the Perspectives of Foreign Language Classroom Anxiety and Cognitive test Anxiety. Language Testing in Asia, 8(13), 1-19. https://doi.org/10.1186/s40468-018-0065-4

Zhou, N. et al. (2004). How English as a Second Language Affects Chinese Students Giving Presentations During Class in U.S (Master of Education). Marietta College.