Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu

January 5, 2009

Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu

January 5, 2009

EFL Students’ and Teacher’sEFL Students’ and Teacher’sPreferences for Speaking In-class Preferences for Speaking In-class

Activities and Their Relationships to theActivities and Their Relationships to the Students’ Foreign Language Anxiety Students’ Foreign Language Anxiety

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ContentsContents

1. Introduction 1. Introduction 1. Introduction 1. Introduction

2. Literature Review 2. Literature Review 2. Literature Review 2. Literature Review

3. Methodology 3. Methodology 3. Methodology 3. Methodology

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IntroductionIntroduction

Grammar translation method Grammar translation method

Teacher-centered approach Teacher-centered approach

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Task-based

Student-centered approach

IntroductionIntroduction

The influences of the affective side of a learner

which contribute to success or failure in foreign

language anxiety have been supported.

(Horwitz, 2000 & Brown, 2001)

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Statement of the ProblemsStatement of the Problems

Anxiety Anxiety

Teachers’ perceptionTeachers’ perception

Students’ perception Students’ perception

(Kern,1995 & Oxford 1991)

Mismatch

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Purposes of the StudyPurposes of the Study

To identify EFL students and their teachers preference toward in-class activities.

To identify EFL students and their teachers preference toward in-class activities.

To investigate the relationships between the students and teachers preference to students’ foreign language anxiety

To investigate the relationships between the students and teachers preference to students’ foreign language anxiety

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Research QuestionsResearch Questions

Q1 Q2

What are EFL students’ and their teachers’ preferences for in-class activities?

What kinds of in-class activities are anxiety-provoking to EFL students?

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Research QuestionsResearch Questions

Q3 Q4

Are there any conflicts between the students’ and the teachers’ preferences for in-class activities?

What is the foreign language anxiety level of the students from the university of technology?

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Significance of the study English became a required subject from elementary

school to university in Taiwan. Realizing students’

needs and likes are particularly important to our

understanding of language learning.

(He, 1996; Garrett & Shortall, 2002 )

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Definition of terms Definition of terms

Foreign language anxiety

In-class activity

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Definition of terms Definition of terms

self-perceptions

beliefs

feelings

behaviors

Foreign LanguageAnxiety

( Horwitz,1986)

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Definition of terms Definition of terms In-class activityIn-class activity is defined as a reasonably unified set of

students behaviors, limited in time, preceded by some

direction from the teacher with a particular objective.

(Brown, 2001)

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Example of in-class activitiesExample of in-class activities

In-classActivities

GroupDiscussion

PeerEditing

Roleplays

Games&Drills

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Literature ReviewLiterature Review

Communication Apprehension Communication Apprehension

Learners’ beliefs andself –perceptions

Learners’ beliefs andself –perceptions

Teachers’ belief and attitudes Teachers’ belief and attitudes

Theoretical Frameworks

Theoretical Frameworks

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Literature Review Literature Review Communication ApprehensionCommunication Apprehension is a type of shyness

characterized by fear of or anxiety about communicating

with people. Communication apprehensions refers to an

individual’s discomfort and tension when speaking or

performing in public.

(Horwitz, 1986)

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Literature Review Literature Review Learners’ beliefs and self –perceptionsThe majority of the college students with high level of

foreign language anxiety perceived their language

course difficulty, while the majority of their low-anxious

counterparts perceived their language course easy.

( Ganschow, 1994)

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Literature Review Literature Review Teachers’ belief and attitudesTeacher who believed their roles were to correct

students’ errors, who felt they could not let students

work in pair because they feared the class would be get

out of the control, who thought teachers’ job were doing

most of lectures. ( Young, 1991)

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MethodologyMethodology

ParticipantsParticipants

PlacePlace

TimeTime

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English major students: 60 are freshmen and 60 are sophomores.

Chaoyang University of Technology

2009

InstrumentInstrument

Quantitative

Qualitative

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The preference towards in-class activity questionnaires for students.

Observation and interview

Quantitative The foreign language anxiety scaleFLCAS.pdf

Research Procedure Research Procedure

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Qualitative

The preference and anxiety towards in-class activity questionnaires for students

observation interview

Quantitative

Data Collection Data Collection

Formal study

Pilot study

Data Collection

The preference and anxiety towards in-class activity questionnaires for students

The preference and anxiety towards in-class activity questionnaires for students

Observation & Tape-recorded interview

Observation & Tape-recorded interview

1. SPSS 13.02. Independent T-test( Q1& Q3 ) 3. Descriptive analysis ( Q2 & Q4 )

1. SPSS 13.02. Independent T-test( Q1& Q3 ) 3. Descriptive analysis ( Q2 & Q4 )

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Thank you for your attention!

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