Language anxiety: teachers' and learners' perspective

Tepeh, Ivana. (2016). Language anxiety: teachers' and learners' perspective. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of English Language and Literature. [mentor Geld, Renata].

Preview

PDF (English) Download (252kB) | Preview

Abstract

The purpose of this study was to investigate the relationship between teachers’ perception of foreign language anxiety and learners’ perception and experience. In other words, our aim was to find out whether the teachers were able to recognise the level of anxiety in their learners.Moreover, we wished to see to what extent English language learners experienced anxiety in their learning context and what were the possible sources of it. The Croatian version of FLCAS questionnaire and shortened version of Laine’s self concept questionnaire were administered to 51 learners of a first grade high school. A questionnaire created for the purpose of this study was administered to two teachers. There was no significant difference in the amount of anxiety between the two groups of learners. The results showed that our learners were moderately anxious about learning English. They were most anxious about not having enough time to think over something during oral examination, speaking activities, written exams, listening and grammar. The results also confirmed that learners with more positive self concept achieved better success in English.Surprisingly, it was shown that teachers were not able to recognise the level of anxiety in their learners in the same amountas they were showed to have it. However, these results should be further investigated in order to obtain a better insight into the phenomenon of foreign language anxiety and its causes in particular classroom settings and circumstances.

Actions (login required)

View Item