Abstract
This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.
Highlights
Anxiety is a kind of emotion which can be considered as complicated state of mind
In order to identify causes of learners’ speaking anxiety while learning to speak English, questionnaire which is the modification of Foreign Language Classroom Anxiety Scale (FLCAS) which was formulated by “Horwitz et al [13]” and questions for written reflection were administered for students and teachers and interview was carried out with English language teachers
Communication Apprehension This part details the result obtained from the first category of the FLCAS labeled as communication apprehension which is defined as an individual level of fear or anxiety associated with either real or anticipated communication with another person or persons
Summary
Anxiety is a kind of emotion which can be considered as complicated state of mind. Anyone can be affected by anxiety. The main objective of the study was to know factors which cause students to be in a state of anxiety when they take writing tests As it is indicated above, most of these studies have been conducted on the relationship between anxiety and achievement with respect to general language learning and delimited to Universities and Colleges; the current study is confined to investigate causes for foreign language speaking anxiety in English Language classroom with reference to grade nine in Mizan Secondary and Preparatory School. In the current study mixed research approach was used
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