Abstract
This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers. Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English.Â
Highlights
As in any classroom setting, especially in the Philippine situation, oral error correction in English language is inevitable during interaction
It reveals that the rate of occurrence as perceived by ESL English major students of their English teachers’ oral error correction styles: elicitation, explicit correction, recast, and repetition have no significant relationships to their English language anxiety tested at 0.05 level of significance
This study revealed that English major students in an undergraduate study in one of the universities in the Philippines still experience English language anxiety both in ESL classes and mainstream classes
Summary
As in any classroom setting, especially in the Philippine situation, oral error correction in English language is inevitable during interaction. This practice oftentimes produces varied reactions from the students. Oral correction tends to produce anger, inhabitation feelings of inferiority, embarrassment, and a general negative attitude towards the class (Truscott, 1997; cited by Argüelles, Méndez, and Escudero, 2018). This process is called communication apprehension – an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons (Hashemi, 2016). According to Tomczyk (2013) as cited by Amalia, Fauziati, and Marmanto (2019), plenty of discussions on errors and corrections in language classroom were still ambiguous because of the fact that the attitudes towards errors of both teachers and students differ, as well as error correction diverge depending on the approaches that are applied
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