The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

Firooz Sadighi,Mehdi Dastpak

doi:10.7575/aiac.ijels.v.5n.4p.111

Abstract

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors.

Highlights

Learners learning a foreign language are confronted with a lot of problems, including feelings of tension, concern and worries about classroom tasks, such as speech production, listening comprehension, reading texts, composing writing, and so on
The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners
They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986)

Summary

Introduction

Learners learning a foreign language are confronted with a lot of problems, including feelings of tension, concern and worries about classroom tasks, such as speech production, listening comprehension, reading texts, composing writing, and so on. It should be noted that most Iranian students often encounter difficulties in their classes when engaging in speaking activities. These learning barriers may be created from EFL classes. Among these personal differences, anxiety is one of the most prominent causes which influence language learning negatively (Gardner, 1985). This fact has been integrated with the views of some writers such as Skehan (1989) that individual learners’ differences, such as anxiety, are the most important factors in learning foreign languages. The need to study such variables in Iranian context is deemed necessary

Methods

Results

Discussion

Conclusion