Abstract
The objectives of this study are to determine the presence of speaking anxiety among ESL learners, to investigate the relationship between language anxiety and speaking skills and to determine the effect of task-based approach on learners' speaking anxiety. This quasi-experimental investigation was done on a total of 30 ESL low proficient diploma learners, who were in the age range of 18 to 24. These purposive samples were given questionnaire to support the first research question as it tests the presence of speaking anxiety. This questionnaire is framed as per the model of Foreign Language Classroom Anxiety Scale (FLCAS) which was designed by Horwitz et al. (1986). The pre-test and post-test, which were adapted from IELTS speaking test examples, were used to determine the effect of task-based approach. Task sheets containing pictures related to automobile, routine, events and processes were prepared by the researcher to conduct the seven weeks of programme. The findings revealed that anxiety exists among the learners in terms of communication apprehension, English language class anxiety and fear of negative evaluation. The more anxious the learners became, the lower the grades were achieved. The use of task-based approach throughout the intervention has given positive effect on the grades achieved in the post-test.
Highlights
Background of the StudyDue to the significant advancement in the field of the automotive, graduates are expected to be skillful in solving technical and industrial problems, and need to be proficient in communicative skills too
The overall findings revealed that the ESL learners who participated in this study experienced speaking anxiety in the classroom
This study mainly focuses on speaking anxiety/ communication apprehension, attention was given to the other two components of Language Anxiety, which are English language class anxiety and negative evaluation as they contribute to the presence of anxiety among ESL learners (Horwitz, Horwitz & Cope, 1986)
Summary
Background of the StudyDue to the significant advancement in the field of the automotive, graduates are expected to be skillful in solving technical and industrial problems, and need to be proficient in communicative skills too. According to Tartar (2005), active classroom participation plays a vital role in the success of language learning. When a student becomes a passive speaker or utters minimal words in a discussion, it is clear that the student is not learning well, and teachers and educators may wonder why (Hamouda, 2013). It is a common phenomenon, which takes place in a teaching and learning environment. According to Horwitz, Horwitz & Cope (1986) and in the most recent study by Amorim (2013), second language anxiety can be one of the most affective variables, which hinders the development of the learners’ oral performance, and this leads them to be passive speakers
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