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Anxiety in foreign language learning

Graduation ThesisPresented to

the Faculty of the Department ofEnglish Language and LiteratureNotre Dame Seishin University

In Partial Fulfillmentof the Requirement for the Degree

Bachelor of Arts

byTakako Ota

2015

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Contents

Abstract 1

Chapter One: Introduction 1.1 Introduction 21.2 Affect in language learning 21.3 The definition of anxiety 31.4 Types of anxiety 41.5 Effects of anxiety in language learning 91.6 The definition of comfortable 101.7 Effects of comfort 101.8 Research questions 111.9 Conclusion 11

Chapter Two: Data Collection2.1 Introduction 132.2 The Questionnaire 13

2.2.1 Introduction 132.2.2 Method 14

1. Subjects 142. Test Design 143. Produce 15

2.3 Results 151. Situations when learners feel comfortable or not 152. Situations when learners feel anxious or not 21

2.4 Summary 25

Chapter three: Discussion3.1 Introduction 273.2 Summary of the results 273.3 Discussion of the results 28

3.3.1 Introduction 283.3.2 Discussion in the environment category 283.3.3 Discussion in the friends’ category 303.3.4 Discussion in the teachers’ category 313.3.5 Discussion in the class contents’ category 343.3.6 Discussion in category of themselves 34

3.4 Answering research questions 353.5 Implications 363.6 Limitations of the thesis 373.7 Further research 383.8 Conclusion 38

References 40Appendices 42

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AbstractToday, we have a lot of opportunities to use and study English. During

our learning process, some learners have foreign language learning anxiety

while others feel comfortable. If we can find out what affects our anxiety and

comfort, we may be able to study English more effectively. In this thesis, we will

look at when learners feel anxious or comfortable, and what makes learners

have anxiety or comfort the most.

The questionnaire was taken by 20 students whose major was English in

Notre Dame Seishin University. The questionnaire asked when students feel

anxious or comfortable. We looked at reasons why some students answered “I

feel comfortable” or “I feel anxiety” while others answered “I don't feel

comfortable.” or “I don’t feel anxiety.” in order to know how students feel in

those situations concretely.

From the questionnaire data, it was found that students feel comfortable

the most when the class size is big because they don’t stand out, teachers don’t

pick them on so much, or they can talk freely. On the other hand, students feel

the most anxiety when teachers are angry because students get confused, and

they will study because they don’t want to be scolded by teachers not because

learning is fun.

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Chapter One: Introduction

1.1 IntroductionAs Japan is getting more and more global, our chances to meet foreign

people have been increasing. Many people go abroad for traveling, studying

and business. English is a common language in the world, so we have a lot of

opportunities to use English. In Japan, most students start learning English

when they go to junior high school until they graduate from high school. In the

process to get English skill, a lot of students feel anxious in classes, so some of

them avoid learning English. If students feel comfortable in foreign language

learning, they can decrease their anxiety and learn English with high motivation

and improve their English skill more effectively. When do learners feel anxious

or feel comfortable? What makes students feel anxious or feel comfortable?

This thesis will try to answer those questions. In the next section, we will look at

the definitions of anxiety and being comfortable. Then, we will have a look at

each the effects of anxiety and comfort.

1.2 Affect in Language Learning As part of the process to get the English skill, a lot of students may feel

anxious in foreign language learning. A lot of things affect students to

concentrate on studying English. Affect is basically related to aspects of

emotion, feeling, mood or attitude which condition behavior (Arnold and Brown,

1999). Stevick (1980) also mentioned that success in language learning

depends less on materials, techniques and linguistic analyses and more on

what goes on inside and between the people in the classroom. We can consider

the individual or personality such as self-esteem, anxiety, inhibition, attitudes,

motivation, or learner style as inside the leaner, and we can consider relational

aspects as between the participants in the classroom like between students,

between a teacher and students, or possibly between learners and the target

language and culture. Positive affect can provide invaluable support for learning

just as negative affect can close down the mind and prevent learning from

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occurring altogether. So first, here what are the negative aspects of affect for

students?

1.3 The definition of anxietyThe origin of the word, anxiety, is “angustiae” in Latin, which means

narrow or short breath. When we do something new, it’s natural to feel anxiety,

so it’s also natural that students feel anxious when they study a foreign

language. A lot of researchers defined anxiety from various points of views.

Here are some definitions of anxiety.

1. Anxiety is the subjective feeling of tension, apprehension,

nervousness, and worry associated with arousal of the autonomic

nervous system. (Spielberger, 1983)

2. Foreign language anxiety as “a distinct complex of self-

perceptions, believes, feeling and behaviors related to classroom

language learning arising from the uniqueness of the language

learning process” (Horwitz, 1986)

3. Foreign language anxiety describes the feeling of tension and

apprehension specifically associated with second language

contexts, in particular language performance (MacIntyre and

Gardner, 1994)

There are various definitions by various researchers, and we can say

that anxiety in foreign language learning is one type of anxiety. Anxiety itself

includes common feelings like worry, apprehension and fear which are related

to the autonomic nervous system. Foreign language anxiety occurs during the

learning process. For instance, learners who have foreign language anxiety

may feel stressful in classrooms, and it can affect their performance. These

negative feelings and worries can prevent learners from performing

successfully.

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1.4 Types of anxietyThere are six types of anxiety. First, anxiety is composed three types of

anxiety; trait anxiety, state anxiety, and situational-specific anxiety. In addition,

situational-specific anxiety includes other three types; test anxiety, fear of

negative evaluation, and communication apprehension.

(1) Trait anxiety

Trait anxiety has characteristics which people always feel anxiety, so this

is a kind of personal characteristic. People with high level of this anxiety feel

anxiety in a wide variety of situations. For examples, they worry about little

things, and can become so irresolute that they can’t make decisions or tend to

avoid troubles. For example, people who have a high trait anxiety feel nervous

and stressed easier than people who have low trait anxiety. This type of anxiety

varies and changes depending on how they manage their stress and worries.

This anxiety may be related to their upbringing.

(2) State anxiety

State anxiety occurs within specific, temporary situations and fades when

the threat or situation disappears (MacIntyre & Gardner, 1991; Spielberger &

Vagg, 1955). This type of anxiety is a temporary and a definite feeling for

specific situations. For example, a child feels anxious when he or she meets a

large and strange animal, or a person feels anxious to get on an airplane and fly

somewhere for the first time. Many people experience anxiety before speaking

in public. For most people, this anxiety starts before they begin speaking, and

continues during the speech but subsides immediately after the speech ends.

Like these examples, State anxiety is triggered by specific events however it is

a temporary feeling.

(3) Situational-specific anxiety

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This type of anxiety is prompted by a specific set of conditions, for

example when speaking publically or participating in class (Ellis, 2008).

Situation-specific anxiety is related to apprehension to unique and specific

situations and events. It is stable over time. For example, people with situation-

specific anxiety for public speech feel anxious during the speech, but when it is

over, their anxiety went away too. Foreign language anxiety is considered as

situation-specific anxiety because their anxiety goes away when the class is

finished.

The other three subtypes of anxiety derive from situation-specific anxiety.

(3-1) Test anxiety

It refers to a type of performance anxiety stemming from a fear of failure.

(Gorden & Sarason, 1955: Horwitz and Cope, 1991) mentioned that test-

anxious students often put unrealistic demands on themselves and feel that

anything less than a perfect test performance means a failure for them. This

type of anxiety may be spread in language classrooms because students are

put in evaluative environments by their teachers. In addition, students who have

test anxiety tend to care about criticism from parents and teachers, so they tend

to choose the tasks which they are sure of success. Some students feel this

anxiety because of huge expectations or demands from their parents. Some

parents will show negative reactions to their children, and it will make their

children fear failure. For example, test anxiety can bring on fears, a

stomachache, or a tension headache when taking a test. Some people might

feel shaky, sweaty, or feel their heart beating quickly as they wait for the test to

be given. On the other hand, students who don’t have test anxiety aren’t afraid

of criticism and failing. Therefore, they can deal with harder tasks.

(3-2) Fear of negative evaluation

It is defined as apprehension about others’ elevations, avoidance of

evaluative situations, and the expectations that others would evaluate one

negatively. (Watson & Friend, 1969) So students who fear negative evaluation

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tend to worry about evaluation from others, and they tend to avoid evaluative

situations. These kinds of learners worry about evaluation and reactions not

only from their teachers, but also from other learners. For example, when a

student who has a fear of negative evaluation takes a foreign language class,

she believes that her classmates will evaluate her actions negatively, so she

cares about their reaction too much. It will affect her and she may not do well. It

isn’t limited to classes, but it may occur in many social, evaluate situations such

as job interviews.

(3-3) Communication apprehension

This type of anxiety is a type of shyness characterized by fear or anxiety

about communicating with people. This has subtypes such as oral

communication anxiety, which is difficulty in speaking in groups, stage fright

which is difficulty in speaking in public, and receiver anxiety, which is difficulty in

listening to or learning a spoken language. It can profoundly affect much or all

of students’ communication, social skills, and self-esteem. Examples include

when people are communicating with others, their mind goes blank due to this

anxiety, and learners who have communication apprehension will keep quiet in

their English classes. People who have this anxiety usually may not appear

apprehensive unless they are exposed to communication in unfamiliar

surroundings and with unfamiliar people.

There may be other kinds of anxiety. Some of them can’t be changed because

they include characteristics such as trait anxiety and situation-specific anxiety.

Anxiety can be caused by experiences during the learning process, so if we can

know what makes students feel anxiety, we can increase situations of it.

1.5 Effects of Anxiety in Language learning Foreign language anxiety weakens students’ attitudes, motivation and

beliefs about foreign language learning. Anxious students have difficulties to

attend class, respond to questions and communicate with other classmates.

Anxieties about skills such as reading, writing, listening and speaking have

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negative effects on students’ achievement and performances. For example, a

student with high anxiety about writing can’t write enough for a composition

because s/he cares about errors too much. However, a little worry or anxiety is

sometimes helpful as it can help us get ready for an upcoming situation. For

instance, if one is preparing for an examination, a little worry or anxiety may

push us to study hard. Worrying about a test may help us study more and be

more prepared on the test day.

In the next two section we will investigate an aspect of our feelings which can

reduce our anxiety. They are being comfortable and the effects of comfort.

1.6 Definition of “comfortable”Comfortable is a feeling within oneself and will thus differ for each

student. Here are two definitions of comfortable.

1. being a state of physical or mental comfort

2. producing mental comfort or ease; easy to accommodate oneself to or

associate with.

We can say that feeling comfortable in language learning is equal to not

having anxiety in language learning. Students who feel comfortable in language

learning aren’t afraid of studying new materials or making mistakes, and have a

motivation to learn more.

1.7 The Effects of comfortPositive feelings and attitudes can compensate students for their lack of

cognitive capabilities. The influential role of comfort is important in second

language classes, because students are taken into new and unfamiliar territory.

Comfort gives students confidence, cooperation, participation, and

perseverance. When students study in comfortable situations, they feel safe

and valued, so their self-esteem increases and they are motivated to study

more. It is clear that the first task of second-language teachers is to try to make

the students feel comfortable.

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1.8 Research QuestionsIt is important for learners to decrease anxiety and gain comfortable, but

it is not easy to do that. Anxiety is caused by their learning experiences during

their learning process. However, we don’t know what exactly affects learners’

anxiety and comfort. Of course it may depend on the person, but we may find

some common points. It will help all second language learners to decrease

anxiety and gain comfort.

1. When do learners feel anxiety?

2. When do learners feel comfortable?

3. What makes learners feel anxious the most?

4. What makes learners feel comfortable the most?

1.9 ConclusionForeign language anxiety is one type of anxiety, and occurs during the

learning process. It can prevent learners from performing successfully. There

are 6 types of anxiety, which are trait anxiety, state anxiety, situation-specific

anxiety, communication apprehension, test anxiety and fear of negative

evaluation. Foreign language anxiety especially is related to situation-specific

anxiety because this anxiety is related to apprehension unique to specific

situation which is foreign language learning. Feeling comfortable have students

feel less afraid of studying new materials and it motivates to learn more.

In Chapter Two, we will look at the experiment that asked about learners’

anxiety and comfort.

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Chapter Two: Data Collection

2.1 IntroductionIn Chapter One, we looked at the definition of anxiety and comfort.

Foreign language anxiety is the feeling of tension and apprehension specifically

associated with second language contexts, in particular language performance.

When learners feel anxious in their learning second language, they suffer from

mental blocks during spontaneous speaking activities, lack confidence, and are

more likely to skip class. On the other hand, comfort can help students feel safe

and valued, so students are motivated to engage in the learning process.

In Chapter Two, we will look at the results of the questionnaire about

students’ anxiety and comfort, and we can look at what situation makes learners

feel anxious or comfortable.

2.2 The Questionnaire

2.2.1 IntroductionThe questionnaire was designed to figure out what situations makes

students feel anxious or comfortable. This questionnaire was asked university

students when they feel anxious or comfortable in English classes. This was

because if we know the factors, we can find a way to make situations to

decrease anxiety and increase comfort. Students can be concentrated in their

learning without feeling anxiety about anything.

2.2.2 Method

AimThe aim of this questionnaire was to find out what situations make

students feel anxiety, and find out what situations make students feel

comfortable. Moreover, we will look what is related to students’ anxiety and

comfort the most.

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1) SubjectsThere were 20 female third year and fourth year English majors at Notre

Dame Seishin University in Okayama Japan. Third year students are 8 people

and fourth year students are 12 people. Almost of them has started studying

English since they entered junior high school. They still study English at

University, and their major is English linguistics.

2) Test designThis questionnaire asked the subjects about “When do they feel

comfortable or relaxed in English classes?” and “When do they feel anxious in

English classes?” There are five categories, which are about environment like

When class size is big, friends like “ When I work with friends.” or “When I do

pair work with classmates who I don’t know well,” teachers like “When teachers

speak slowly.” or “When teachers are strict,” class content like “When the class

focuses on grammar.” or “When the class time is short,” and themselves like “

When I know the answers for questions.” or “ When I get a poor score.”

Subjects chose one answer from “I feel comfortable/anxiety so much,” “I

feel comfortable/anxiety,” “I feel comfortable/anxiety a little,” or “I don’t feel

comfortable/anxiety.” This was also asked some of them who answered “I feel

comfortable/anxiety so much.” or “I don’t feel comfortable/anxiety.” for some

questions to know the opposite ideas for the same situations. We can know why

they have different feelings, and what is related to them.

The aim of this questionnaire was to find out when students feel

comfortable and anxiety, and what is related to their positive or negative

feelings the most of in five categories. In this way we can figure out the way to

increase the number of situations which make students feel comfortable and

decrease the number of situations in which students feel anxiety. There were 40

questions about comfort, and 43 questions about anxiety. If they have other

answers, they could write them freely.

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3) ProcedureThe questionnaire was put on the Internet and can be found in the

Appendices. The subjects answered it on Google Forms. Their answers were

analyzed into how many people answer each question.

2.2.3 Results1. Situations when learners feel comfortable or not

First, there are 5 tables of the result about “When do students feel

comfortable or relaxed in English classes?”

Table 1: The data for the environment

I feel very comfortable

I feel comfortable

I feel comfortable a

little

I don't feel comfortable

When class size is big

0% 85% 5% 10%

When class size is small

0% 58% 26% 16%

When the classroom is quiet

0% 25% 45% 30%

When the classroom is noisy

15% 45% 10% 30%

85% of the students answered that they feel comfortable “when the class size is

big.” This is the highest percentages of this category. There are the same 30%

answers of not feeling comfortable “when the classroom is quiet and when the

classroom is noisy.”

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Table 2: The data for the friends


I feel comfortable


little


When I work with friends

30% 60% 10% 0%

When I do free talking with friends

40% 50% 10% 0%

When I sit with friends

50% 45% 5% 0%

When my friends teach me

21% 68% 11% 0%

When friends and I check answers together

25% 60% 15% 0%

When friends understand what I said

35% 40% 25% 5%

When friends catch my pronunciation

35% 35% 25% 5%

When my friends for me

35% 50% 15% 0%

50% of the subjects answered that they feel very comfortable “when they

sit with their friends”, and 68% answered that they feel comfortable “when their

friends teach them.” In the data for friends, there were only two answers for “I

don’t feel comfortable.”

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Table 3: The data for the teachers


I feel comfortable


little


When teachers speak slowly

15% 65% 20% 0%

When teachers explain clearly

45% 45% 10% 0%

When teachers talk to me personally

12% 63% 25% 0%

When teachers are kind

48% 47% 5% 0%

When teachers are talkative

25% 45% 30% 0%

When teachers correct my mistakes

10% 35% 40% 15%

When teachers don't care about my mistakes

10% 35% 30% 25%

When teachers are native English speakers

20% 20% 40% 20%

When teachers ignore me

0% 10% 10% 80%

When teachers praise me

20% 55% 25% 0%

When teachers are concerned about me

30% 40% 30% 0%

48% of the subjects answered that they feel comfortable “when their

teachers are kind.” None feels very comfortable “when teachers ignore them”,

however 10% of the subjects feel comfortable in that situation.

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Table 4: The data for the class content


I feel comfortable


little


When the class focuses on grammar

5% 25% 45% 25%

When the class focuses on reading

5% 20% 65% 10%

When the class focuses on writing

5% 30% 50% 15%

When the class focuses on listening

10% 30% 35% 25%

When the class focuses on speaking

20% 30% 15% 35%

When the class is easy

45% 30% 10% 15%

When the class is hard

0% 15% 30% 55%

When the class time is fun

60% 30% 10% 0%

When the class time is short

45% 45% 10% 0%

When the class time is long

5% 15% 40% 40%

When the class level fits me

60% 30% 10% 0%

When the class is took in only English

15% 45% 20% 20%

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There are various answers for the class content. We have a tendency to

feel a little comfortable when the class focuses on reading or writing. No one felt

very comfortable “when the class is hard”, and 55% of the subjects don’t feel

comfortable in that situation. 60% of the subjects said that they feel very

comfortable “when the class time is fun” and “the class level fits them.” 40% of

the subjects don’t feel comfortable “when the class time is long.”

Table 5: The data for themselves


I feel comfortable


little


When I understand class

45% 40% 15% 0%

When I catch what teachers said

40% 50% 10% 0%

When I know the answers for questions

45% 45% 10% 0%

When I get a confidence

50% 45% 5% 0%

When I feel that the class is fun

55% 35% 10% 0%

In this category, no one feels comfortable. 55% of the subjects feel very

comfortable “when they feel that the class is fun.” All answers for each

questions of this category are quite similar.

There are others answers which subjects wrote down: “When I take my

favorite class with my favorite teachers and friends who have a high motivation,”

“When I take a class with classmates who are positive to answer questions”,

“When I don’t understand, teachers concern me,” “I always feel relaxed in taking

a class which teachers are foreigner. It’s easy to say whatever I’m thinking in

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that kind of classes, so I’m just like myself,” “When I don’t have to be quiet in

such as an oral communication class,” “When I eat snacks and chat in English

with teachers and friends together,” “When I do dictation of English songs,” and

“When I take a class which all the classmates have a high motivation and make

efforts to use English.”

1. Situations when learners feel anxious or notNext, here are 5 tables of the results about “When do students feel

anxious in English classes?”

Table 6: The data for the environment

I feel anxious so much

I feel anxiety

I feel anxious a little

I don't feel anxiety

When class size is big

0% 15% 50% 35%

When class size is small

0% 25% 45% 30%

When the classroom is quiet

5% 40% 40% 15%

When the classroom is noisy

5% 25% 30% 40%

50% of the subjects feel anxious a little “when class size is big.” “When

the classroom is quiet”, 40% of the subjects feel anxiety, and the same number

of students answered “I feel anxious a little.” in the same situation.

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Table 7: The data for friends

I feel so much anxiety

I feel anxiety



When I do pair work with classmates who I don't know well

10% 20% 55% 15%

When I do pair work with classmates who I don't like

10% 50% 30% 10%

When I do pair work with classmates who don't fit me

15% 60% 20% 5%

When I do pair work with classmates who have higher English skill than me

10% 30% 50% 10%

When classmates laugh at my mistakes

30% 30% 25% 15%

When classmates don't understand what I said

40% 20% 40% 0%

When classmates don't catch my pronunciation

35% 35% 30% 0%

When classmates don't laugh at me, but I feel so

30% 45% 10% 15%

When classmates seem to think that I'm stupid

40% 15% 25% 20%

When my classmates seem to notice that my English skill is poor

30% 25% 20% 25%

40% of the subjects feel anxious so much “when classmates don’t catch

their pronunciation” and “when classmates seem to think that I’m stupid.” 60%

of the subject answered that they feel anxious “when they do pair work with

classmates who don’t fit them.” Half of the subjects feel anxious “when they do

pair work with classmates who they don’t like.”

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Table 8: The data for the teachers

I feel anxious so much

I feel anxiety



When teachers are serious

5% 25% 25% 45%

When teachers are strict 25% 60% 15% 0%

When teachers are angry 65% 30% 5% 0%

When teachers are noisy 0% 30% 35% 35%

When teachers are quiet 0% 35% 45% 20%

When teachers have favorite students

20% 50% 20% 10%

When teachers use abusive languages when I make mistakes

35% 50% 15% 0%

When teachers' attitudes aren't good

35% 40% 25% 0%

When teachers' pronunciation isn't clear

20% 45% 25% 10%

When teachers speak quickly

15% 55% 30% 0%

When teachers laugh at my mistakes

25% 50% 15% 10%

When teachers don't laugh at me, but I feel so

30% 45% 15% 10%

60% of the subjects feel so much anxiety “when teachers are angry.”

None answered that they feel so much anxiety “when teachers are noisy and

quiet.” 60% of the subjects feel anxious “when teachers are strict”, and 55% of

the subjects felt anxiety “when teachers speak quickly.”

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Table 9: The data for the class content


I feel anxiety

I feel a little anxiety


When the class focuses on grammar

10% 25% 35% 30%

When the class focuses on reading

5% 25% 35% 35%

When the class focuses on writing

0% 25% 45% 30%

When the class focuses on listening

5% 35% 35% 25%

When the class focuses on speaking

20% 35% 20% 25%

When the class is easy

0% 15% 15% 70%

When the class is hard

15% 35% 45% 5%

When the class is board

10% 15% 35% 40%

When the class time is short

0% 5% 10% 85%

When the class time is long

5% 20% 65% 10%

When the class is all English

5% 35% 40% 20%

When the class focuses on speaking, 20% of students feel anxious so

much. 35% of the subjects feel anxious “when the class focuses on listening

and speaking, the class is hard, and the class is all English.” 85% of students

don’t feel anxious “when the class time is short”, and 70% of the subjects don’t

feel anxious “when the class is easy.”

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Table 10: The data for themselves


I feel anxiety

I feel a little anxiety


When I can't say that I don't understand

25% 45% 20% 10%

When I get a poor score 30% 35% 30% 5%

When I feel that my skill is worse than friends

30% 35% 15% 20%

When I make mistakes 5% 55% 25% 15%

When I don't speak English fluently

30% 35% 25% 10%

30% of students feel so much anxiety “when they get a poor score”, and

“when they feel that their English skill is worse than friends”, and “when they

don’t speak English fluently.” 55% of the subjects feel anxious “when they make

mistakes.” 20% of students don’t feel anxious “when they feel that their skill is

worse than their friends.”

There are other answers which subjects wrote in the free writing

sections: “When a teacher goes on class even though I don’t understand yet,”

“When I can’t the words or ways to answer even though I know the answer,”

“When teachers go on a class at their space,” “When I feel that my friends

whose English skill was the same is improving,” “When I don’t know what a

teacher is talking about, and I don’t know my friends my friend understands it or

not,” “When I didn’t do preparation of lessons,” and “When I don’t make a guess

what a teacher or partner is talking about because of the words I don’t know.”

2.4 SummaryIn this chapter we found out that students feel comfortable the most

when the class size is big, which is in the environment category, and the class

time is short, which is in the class content category. Students feel anxious the

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most when their teachers are angry. They also feel anxious when they do pair

work with classmates who don’t suit them, and when their teachers are strict.

From these results, we can say that the environment influences students’

comfort and teachers have an effect on the students’ anxiety.

In the next chapter we will find why the environment makes students feel

comfortable, or not, and why teachers feel anxiety. We can know how students

who answered that they feel comfortable or anxious in these situations think in

particular. We will find the way to increase students’ comfort and decrease

students’ anxiety in English classes.

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Chapter 3 Discussion

3.1 IntroductionIn Chapter One, we looked at the effects of anxiety, which prevents

learning and decrease learners’ motivation. We discussed six types of anxiety,

which are trait anxiety, state anxiety, situation-specific anxiety, communication

apprehension, test anxiety, and fear of negative evaluation. Foreign language

learning itself is considered a situation-specific anxiety because this anxiety is

related to apprehension unique to specific situations and events like second

language learning. The effects of comfort are to feel safe and develop self-

esteem and have motivation to learn more.

In Chapter Two, we found out when learners feel comfortable or anxious

or not. We knew that the environment and teachers are related to comfort and

anxiety in 5 categories such as environment, friends, teachers, class contents,

and themselves.

In this chapter, we will look why students feel comfortable or anxiety, and

what they think in particular in those two categories, but we will also look at

other interesting reasons, too. We will find out the causes of anxiety and

comfort. We will also find the way to increase comfort and decrease anxiety.

3.2 Summary of the resultsIn this chapter we will look at the questionnaire results. The data were

collected from 20 students from third year and fourth year in Notre Dame

Seishin University. This questionnaire was designed to find the factors which

cause students’ comfort and anxiety. Therefore, students were asked questions

about which situations they feel comfortable or anxiety. As a result, the big

classes are related to students feeling the most comfortable and the short class

time makes students comfortable the second most. Teachers are connected to

students feelings of anxiety the most such as when teachers are angry or strict,

and when students do pair work with classmates who don’t suit with them, they

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feel anxious the second most. Of course some students don’t feel comfortable

or anxious in the same situation.

3.3 Discussion of the results3.3.1 Introduction

Now, we will look at reasons why subjects feel comfortable or anxious in

some situations. We will find solutions for increasing comfort and decreasing

anxiety.

3.3.2 Discussion in the environment categorySubjects who answered they feel comfortable when the class size is big

said “when the class size is big, I’m the just one of huge classmates,” “When

the class size is big, I don’t stand up of them,” “When the class size is big, the

teacher don’t pick me on so much, so I don’t have to answer a lot.”, or” I can

talk freely in the big class.” Students not feeling comfortable in this situation said

“when the class size is big, I can’t concentrate on studying.” Other students said

“when the class size is big, teachers won’t care me and I’m just sitting for a

whole class time. It’s bored.” These answers show that most students don’t

want to be stood up in the class. Some students may feel nervous when they

are picked on by teachers and answer in public or they want to be concentrate

on only their studying without care from teachers or classmates. The feeling not

to be distinguished may be one of characteristic of Japanese students, so this

kind of fear is trait anxiety. This anxiety includes characteristic which make

people feel permanent anxiety, and is a kind of personal characteristic, so it’s

difficult to get over it. However, in the big class they hardly have a chance be

coached by teachers, so beginners of second language learning shouldn’t take

a class with a lot of classmates. As their skill is progressing, they can take big

classes.

Students who feel very comfortable when the classroom is noisy said

“because I can talk freely, when the classroom is noisy. That atmosphere allows

me to talk whatever I want to talk especially in the speaking class,” “When the

classroom is noisy, I don’t have to care about other students, so I can

25

concentrate on my studying,” and “when the classroom is noisy, I can express

myself freely. Being noisy means that no one stares at me, so I can do and talk

anything.” Students who do not feel comfortable when the classroom is noisy

said “when the classroom is noisy, I can’t listen to teachers well. If I miss his

telling, I worry whether I can understand the class or not.” These answers

showed that being noisy in speaking class or discussion class is good for

practice. That atmosphere makes students feel more active and lively.

However, in some situation which students have to be concentrate on their work

alone like answering a drill, writing a composition, or doing listening practice,

teachers should make students quiet. Teachers and students should distinguish

the class atmosphere depending on activities.

3.3.3 Discussion in the friends’ category Students who answered they feel comfortable when they sit with friends

in English classes said “I feel ease in that case”, “I can ask my friends soon

without hesitating when I have questions or don’t understand the class”, and

“Teachers don’t focus on only me.” These answers show that peers make feel

students comfortable because they have a tie to cooperate for studying. They

don't feel nervous to ask questions for friends, and they aren’t afraid of making

mistakes in talking with peers.

Some subjects feel comfortable when their friends understand what they

said and when their friends catch their pronunciation said “I’m just glad in that

situation because I don’t have confidence on my English skill”, and “that

situation motivates me to study more.” These answers show that successful

experiences like these situations are the most important for students to feel

active and motivate them to study more. Students gain their confidence by

getting these experiences. Especially for students who aren’t good at speaking

or pronouncing English it can be a good way.

Subjects who feel anxiety when they do pair work with classmates who

don’t suit them said “In that case they don’t find the common topic with them, so

it’s difficult to talk with them, when we can’t speak well, we can’t do pair work,”

“It makes them feel anxious to be able to follow the class,” “I think that it’s kind

26

of wasting time,” “I worry whether the partner understood what I am talking.”

These answers show that if they don't find the common topic with their partner,

they feel anxiety. It’s difficult for them to talk with someone without any mutual

understanding especially in second language because some of them already

have anxiety for talking the target language. Not having the common imposes

students on anxiety.

Subjects who feel anxious when classmates seem to think that they are

stupid said “I don’t want them to notice that I’m stupid”, “My classmates will look

down on me.” Others not feeling anxiety said “if other classmates and teachers

notice that I’m stupid, they will concern about me”, “I don’t care how others think

about me.” These answers show that these feelings are a fear of negative

evaluation. Students always worry how others, especially their friends, estimate

them, and they are afraid of negative evaluation from them. Teachers and

students should make an atmosphere not looking down others even though

they make mistakes. They should respect each other.

3.3.4 Discussion in the teachers’ categorySubjects feeling comfortable when teachers are kind said “It’s easy to

take part in a class”, “I feel relief”, and “I can present my ideas without

worrying.” However, one subject said “If teachers are too kind, it makes me

demotivated because I want to find answers by myself.” These ideas show that

students hope to get a kind reaction from teachers. When they present their

ideas, teachers should accept it kindly. When they make mistakes, teachers

must not be angry but correct it kindly. A kind attitude of teachers can relive

students and improve them. However, as one subject said, too kind or to easy

an attitude or guidance lowers students’ motivation. Especially for the

beginners, teachers should be kind because they tend to be afraid of negative

evaluation.

Subjects feeling comfortable when teachers don't care about their

mistakes said “If teachers care and correct my mistakes, I can't speak freely”,

and “I am afraid of making mistakes.” they also said “I think that it is enough just

to tell what I want to tell even though grammar is wrong.” Other subjects who

27

don't feel comfortable in the same case said “If they don't care my mistakes and

don't correct them, I worry that I will make the same mistakes again and again.”

These answers mean that too much attention on the mistakes denies students’

freedom and motivation. Of course, teachers should correct mistakes which

students the made, however they should modify it depending on the needs of

each student. Teachers should understand how attention their students need.

Most of the subjects who don't feel comfortable when teachers ignore them said

“I think that teachers may dislike me,” or “Teachers don't admit my presence.”

However in the same situation, some students feel comfortable, and they said

“If teachers care about me too much, it bothers my studying”, and “When I

concentrate on studying, I want to be left alone.” These ideas show that

teachers must accept students’ presence and opinions, because needing to be

understood by teachers makes students comfortable. To say their opinions and

to get responses from teachers develops students’ motivation. Doing it many

times leads to students learning more. However, in some situations like free

talking time or thinking time, some of students want to be left alone. Teachers

should understand that what his or her students need.

Some subjects who feel anxious when teachers are strict said “Being

strict deprives me of freedom”, “I can't enjoy the class”, and “I will study harder

because teachers are strict not because the study is fun.” Other students who

don't feel anxious in the same situation said “Teacher’s being strict means that

they are earnest to improve my English skill,” and “When teachers are strict, I’m

motivated to admit my effort.” These ideas tell us that strict attitude or

atmosphere decrease students’ fun. As one subject said, they may study

because teachers are strict not because the study is fun. It means that students

study under some conditions, but after it’s over, they won’t continue studying

any more. Teachers should be careful of their choice of attitude according to the

situations. For example, before examinations, they are strict and in other term

they should be kind.

Subjects who feel anxious so much when teachers are angry said “I get

confused in the situation.” and “I will study because I don't want to be scolded

by teachers not because learning is enjoyable.” However others who feel

28

anxious a little said “I don't care because sometimes being scolded is

necessary to study hard or to motivate myself.” These ideas mean that teachers

should be careful in their choice of attitude according to situations as well as the

case of being strict.

3.3.5 Discussion in the class contents’ categoryStudents who don't feel comfortable when the class is hard said “I worry

whether I can understand and keep up it or not.” Other students who feel

comfortable in the same situation said “the harder the class is, the more I am

motivated” and “I must study harder so I don't have to think other people or

things.” These ideas show that students should choose the course which suits

them or is a little harder. Each student has their own level, so there should be

various classes.

Students who feel comfortable when the class time is short said “I’m not

too tired.” and “my concentration can last until the class is over.” This idea

shows that teachers should teach appropriate length classes to keep students

active and focused. Even though teachers say important things at the end of the

class, students may not listen to it.

3.3.6 Discussion in the category of themselvesMost students who feel very comfortable when the class is fun said that

“The fun class motivates them to study more”, and “It makes them more active

for participation.” However, some students think that they don't need fun

classes but they need a class to improve their skill. These ideas show that

taking classes is the best way to learn the second language. They can enjoy

learning the language, and it motivates them to study more. However, teachers

and students must distinguish the time between serious time and fun time in

one class.

Students feel anxiety so much when they get a poor score. One said “I

am afraid of failing courses”, and “I’m sick about getting a poor score.” They

want a visible result which shows their effort or study. This idea shows that a lot

of students worry about getting a poor score. However, as we knew from

29

Chapter One, a little worry or anxiety can help students get ready for an

upcoming situation, so this anxiety may help students study more. Too much

anxiety is useless, but students should feel this kind of anxiety reasonably.

3.4 Answering research questionsIn this chapter, we looked at the results of the questionnaire, and we will

now present the answers for research questions.

Research Question 1: When do learners feel anxiety?Learners feel anxious in different situations. It means learners have their

own situation which makes them nervous and worried. The subjects’ tendency

is that when teachers are angry, when they do pair work with classmates who

don’t suit them and teachers are strict.

Research Question 2: When do learners feel comfortable?Learners feel comfortable at different situations as well as the case of

anxiety. It means that learners have situations which have them comfortable

and relaxed. The subjects’ tendency is that when the class is big, when they sit

with their friends, and when the class is fun.

Research Question 3: What makes learners feel anxious the most?When teachers are angry, learners feel anxious the most. Anger by

teachers makes learners get confused and decreases their motivation. They

shift their purpose of study from the fun to the fear. Attitude by class teachers

affects learners’ anxiety.

Research Question 4: What makes learners feel comfortable the most?When class size is big, learners feel comfortable the most. Big classes

make students feel unity and freedom. They can express themselves they feel

comfortable. However, some learners feel comfortable because they don’t have

to stand up or answer a lot, and teachers don’t pick them on so much. These

30

feelings are from passive attitudes for classes. This may be related to Japanese

culture or nationality.

3.5 ImplicationsAnxiety develops fear in learners, so it affects the learners’ studying, and

foreign language learning anxiety occurs during the learning process. This

anxiety can prevent learners from performing successfully. On the other hand,

feeling comfortable have students feel less afraid of studying new materials and

it motivates to learn more. If learners can decrease anxiety, it will lead them to

gain comfort. As we saw in Chapter One, there are many types of anxiety, and it

works in various situations. We also found that students feel anxious at different

situations. Learners should know what anxiety for them is because if they know

the situations or causes of why they feel nervous, they can try to overcome or

decrease them. We can say the same thing for learners’ comfort. To understand

themselves and their anxiety is the first way to decrease anxiety. After that,

learners can make the situation which they feel comfortable. Only teachers can’t

make these kinds of situations. Teachers and students must cooperate to

decrease anxiety and increase comfort.

We knew that teachers’ attitude affects students’ anxiety the most in

Chapter Two. Students will have some difficulties during their learning process

with anxiety, so they try to avoid learning foreign languages. However, if

teachers can support students enthusiastically, and praise their efforts, it will

motivate students. If students feel enjoyment when learning English itself, their

motivation will change, and they may be able to decrease their anxiety.

3.6 Limitations of the thesisThere are some limitations with this experiment that we have to aware of

it. First, this experiment was conducted only on third and fourth year females

whose major is English in Notre Dame Seishin University. The questionnaire

should have been conducted more widely because teachers, parents, what

students learnt in school and the students’ experiences affect students’ anxiety

and comfort.

31

Second, only females were asked. If the experiment had been conducted

with both males and females, we could find some differences in their feelings of

studying foreign language and factors which affect their anxiety and comfort.

Third, the number of students who answered the questionnaire and gave

reasons why they feel anxious or comfortable were too few. The experiment

asked only 20 people. If the questionnaire had been given to more people, we

could find clearer and general situations and reasons which students feel

anxious and comfortable.

3.7 Further researchThere are a few areas which we can research in the future.

Firstly, the questionnaire was taken in only one university and one

department. If there is a chance to ask the same questions, the questionnaire

could have been given in other schools, not only in university but also high

school or junior high school, and both male and female. Then, we may find

more general ideas, or some different or new findings.

Secondly, it would have been better to classify subjects into their anxiety

levels first. For instance, there are two types of subjects – those who have a

high trait anxiety and subjects who have a low trait anxiety, because some

anxiety includes various characteristics. If we had modified the questionnaire

depending on what anxiety each students have originally, we can find more

particular and closer situations which they feel anxiety.

3.8 ConclusionWe need to know the relationship between anxiety, comfort and foreign

language learning. When learners feel anxiety, it is hard for them to keep

studying with a high motivation. When learners feel comfortable, they can

concentrate on studying and decrease motivation. Therefore, learners need to

decrease anxiety and increase comfort in foreign language learning.

Some anxieties such as state anxiety are related to some characteristics,

so it is difficult to decrease all of anxiety. However, most of anxiety comes from

experiences which learners have during their foreign language learning.

32

Accordingly, if teachers deal with students’ anxiety properly, students can study

without worrying. For instance, they take a class with a lot of students or they

don't get angry so often. Students themselves should know what causes their

anxiety because they always don't study with teachers. When learners study

alone, they make a situation which does not have anxiety by them.

We also knew that a little anxiety and worry sometimes is helpful. It can

help learners get ready for an upcoming situation. So, it’s good for students to

feel anxious before a test, public speaking or presentation. Appropriate anxiety

is necessary for learners to study more and improve their skill.

Various situations make students feel comfortable, but we found that the

big class leads to students’ feelings of comfort. Therefore, teachers make these

situations to have students motivate to study more. As same as anxiety,

students themselves should know what caused their comfort to concentrate on

studying anytime.

Acquisition of a language is difficult and takes a time, so we should find

the students studying style which doesn't have anxiety too much and makes

them comfortable. This is the first and important step to improve their English

skill.

33

References

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Ellis,R. 2008. The study of Second Language Acquisition. OUP Oxford.

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Horwitz, E.& Dolly, J. Young. 1991. Language anxiety: From Theory and Research Classroom Implications. Englewood Cliffs.

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

Humphrey, R. 2011. Language Anxiety in International Students: How can it be overcome? Griffith Working Papers in Pragmatics and Intercultural Communication 4, pp.65-77.

Maclntyre,P.D. & Gardner,R.C. 1991. Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning 1. Pp.85-117

MacIntyre, P.D. & Gardner, R.C. 1994. The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language Learning. Language Learning: A Journal of Research in Language Studies. Pp.283-305

Ockert, D. 2014. Japanese JHS students’ Ideal L2 Selves: Confidence, Anxiety, and Willingness to communicate. The Language Teacher, vol 38.pp.11-18

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Suzuki, H. Roger, P. 2014. Foreign Language Anxiety in Teachers. JALT Journal, vol 36. Pp.175-196

Spielberger, C.D. 1983. Manual for the State Trait Anxiety Inventory. CA: Consulting Psychologists Press.

Spielberger,C.D. Vagg,P.R.Jacobs,G.A. 1955. Test anxiety: A transactional process model. Taylor & Francis.

Wang, L.2008. 第二言語における心理的不安の研究、ひつじ書房.

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Websites accessedEdutopia, A Comfortable Truth: Well-Planned Classroom Make a Difference, http://www.edutopia.org/comfortable-truth, Accessed in October 11, 2014.

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http://www.edutopia.org/comfortable-truth

Appendix A. The questionnaire. English Version.Name *

When do you feel comfortable or relaxed in English classes? *Please answer one question per row


I feel comfortable

I feel comfortable

a littleI don't feel

comfortable

when class size is bigwhen class size is smallwhen the classroom is quietwhen the classroom is noisy



I feel comfortable

I feel comfortable


comfortable

when I work with friendswhen I do free talking with friendswhen I sit with friendswhen my friends teach mewhen my friends and I check answers together

36

when friends understand what I saidwhen friends catch my pronunciationwhen friends praise me



I feel comfortable

I feel comfortable


comfortable

When teachers speak slowlyWhen teachers explain clearlyWhen teachers talk to me personallyWhen teachers are kindWhen teachers are talkativeWhen teachers correct my mistakesWhen teachers don't care about my mistakes

37

When teachers are native English speakersWhen teachers ignore meWhen teachers praise meWhen teachers concern me



I feel comfortable

I feel comfortable


comfortable

When the class focuses on grammarWhen the class focuses on readingWhen the class focuses on writingWhen the class focuses on listening

38

When the class focuses on speakingWhen the class is easyWhen the class is hardWhen the class is funWhen the class time is shortWhen the class time is longWhen the class level fits meWhen the class is all English



I feel comfortable

I feel comfortable


comfortable

When I understand classWhen I catch what

39

teachers saidWhen I know the answers for questionsWhen I get a confidenceWhen I feel that the class is fun.

When do you feel comfortable in English classes?if you have other answers, please write down.

When do you feel anxious in English classes? *Please answer one question per row

I feel anxious so much I feel anxiety I feel anxious


anxietyWhen class size is bigWhen class size is smallWhen the classroom is quietWhen the classroom is noisy


40

I feel anxious so

muchI feel

anxietyI feel

anxious a little


When I do pair work with classmates who I don't know wellWhen I do pair work with classmates who I don't likeWhen I do pair work with classmates who don't fit me.When I do pair work with classmates who have higher English skill than meWhen my classmates laugh at my mistakesWhen my classmates don't understand what I saidWhen my classmates don't catch my pronunciationWhen my classmates don't laugh at me, but i feel so

41

When my classmates seem to think that I'm stupidWhen my classmates seem to notice that my English skill is poor


I feel anxious so

muchI feel

anxietyI feel

anxious a little


When teachers are seriousWhen teachers are strictWhen teachers are angryWhen teachers are noisyWhen teachers are quietWhen teachers have favorite studentsWhen teachers use abusive languages when I make mistakesWhen teachers’' attitudes aren't goodWhen teachers' pronunciati

42

on isn't clearWhen teachers speak quicklyWhen teachers laugh at my mistakesWhen teachers don't laugh at me, but I feel so.


I feel anxious so much I feel anxiety I feel anxiety I don't feel

anxietyWhen the class focuses on grammarWhen the class focuses on readingWhen the class focuses on writingWhen the class focuses on listeningWhen the class focuses on

43

speakingWhen the class is easyWhen the class is hardWhen the class is boardWhen the class time is shortWhen the class time is longWhen the class is all English class


I feel anxious so much I feel anxiety I feel anxious


anxietyWhen I can't say that I don't understandWhen I get a poor scoreWhen I feel that my skill is worse than friends

44

When I make mistakesWhen I don't speak English fluently

When do you feel anxious in English classes?If you have other answers, please write down

45

Appendix B. Japanese version.名前 *

英語のクラスでいつ快適さやリラックスしていると感じますか？ *一列ずつ答えて下さい

とてもリラックスしていると感じる

リラックスしていると感じる

少しリラックスしていると感じ

る

リラックスしていると感じない

大人数クラスのとき少人数クラスのとき教室が静かなとき教室が騒がしいとき英語のクラスでいつ快適さやリラックスしていると感じますか？ *一列ずつ答えて下さい




る


友達と一緒に作業をするとき

46

友達とフリートーキングをするとき友達と一緒に席についているとき友達が教えてくれているとき友達と一緒に答えを確認しているとき友達が英語で自分の言っていることを理解したとき友達が自分の英語の発音を聞き取ったとき友達が自分を褒めたとき英語のクラスでいつ快適さやリラックスしていると感じますか？ *一列ずつ答えてください




る


教師がゆっくりしゃべってくれる

47

とき教師の説明が明確なとき教師が個人的に話しかけてくれたとき教師が優しいとき教師が話好きな人のとき教師が自分のミスを直してくれたとき教師が自分のミスを気にしないとき教師が英語の母国語話者のとき教師が自分を無視したとき教師が自分を褒めたとき教師が気にかけてくれるとき英語のクラスでいつ快適さやリラックスしていると感じますか？ *一列ずつ答えて下さい

とてもリラックスしている



る


48

と感じる

文法中心の授業のときリーディング中心の授業のときライティング中心の授業のときリスニング中心の授業のときスピーキング中心の授業のとき授業が簡単なとき授業が難しいとき授業が楽しいとき授業時間が短いとき授業時間が長いとき授業のレベルが自分に合っているときオールイングリッシュのクラスのとき

49

英語のクラスでいつ快適さやリラックスしていると感じますか？ *一列ずつ答えて下さい




る


授業内容が理解できたとき教師が言っていることを理解できたとき質問の答えが分かっているとき自信がついてきたとき授業が楽しいと感じたとき英語のクラスでいつ快適さやリラックスしていると感じますか？他に答えがありましたら、書いて下さい。

英語の授業でいつ不安感を感じますか？ *一列ずつ答えて下さい

不安感をとても感じ

不安感感じる少し不安感を感じる

不安感を感じない

50

る

大人数クラスのとき少人数クラスのとき教室が静かなとき教室が騒がしいとき英語の授業でいつ不安感を感じますか？ *一列ずつ答えて下さい

不安感をとても感じる

不安感を感じる少し不安感を感

じる不安感を感じな

い

よく知らない人とペアワークをするとき好きではない人とペアワークをするとき性格の合わない人とペアワークをするとき自分よりも英語力がある人とペアワークをするときクラスメイトが自分のミスを笑った

51

ときクラスメイトが自分の言っていることを理解できなかったときクラスメイトが自分の発音を聞き取れないときクラスメイトが自分を笑ってはいないが、心のなかでは笑っていると感じたときクラスメイトが自分を馬鹿だと思っているようにみえたときクラスメイトが自分の英語力の低さに気付かれるとき英語の授業でいつ不安感を感じますか？ *一列ずつ答えて下さい


不安感を感じる不安感を少し感


い

教師が真

52

面目なとき教師が厳しいとき教師が怒っているとき教師が騒がしいとき教師が静かなとき教師がえこひいきをするとき間違いをしたときに暴言をいうとき教師の態度が良くないとき教師の発音が明確でないとき教師が早く話すとき教師が間違いを笑うとき教師が間違いを笑っていないが、心の中で笑ってい

53

ると感じるとき英語の授業でいつ不安感を感じますか？ *一列ずつ答えて下さい




い

文法中心の授業のときリーディング中心の授業のときライティング中心の授業のときリスニング中心の授業のときスピーキング中心の授業のとき授業が簡単なとき授業が難しいとき授業がつまらないとき授業時間が短いとき授業時間が長いときオールイング

54

リッシュの授業のとき英語の授業でいつ不安感を感じますか？ *一列ずつ答えて下さい




い

「分からない」と言えないときテストで悪い点数をとったとき自分の英語力が友達よりも低いと感じたとき間違いをしたとき流暢に英語を話せないとき英語の授業でいつ不安感を感じますか？他に答えがありましたら、書いて下さい

55

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