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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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