Fear Of Mistakes Research Articles

Speaking Skills Problems Encountered By Non-Native Arabic Learners At Universities In Northeast China

Speaking skills are critical in second language acquisition. This study investigates the most common speaking skills problems among non-native Arabic learners in universities in Northeast China and the differences between speaking skills problems based on gender and academic level. A quantitative research design was adopted. It used the questionnaire to collect data. The sample of this study included 104 Chinese students who learn Arabic from two universities in Northeast China. The results indicate that the most common problems with Arabic speaking skills are a lack of vocabulary, opportunities to meet native Arabic speakers, fear of mistakes, teacher-centered classes, and the teacher using too many students’ native languages in the classroom. Besides that, the results show no statistically significant difference in Arabic speaking skills problems based on gender. However, the findings show statistically significant differences in Arabic speaking skills problems based on the academic level. The learners of the second year have more Arabic speaking skills problems than the learners of the first year, and the learners of the third year also have more Arabic speaking skills problems than the learners of the first year. According to the findings, the study suggests recommendations for Arabic learners, instructors, and policymakers in universities in non-Muslim gathering areas in Northeast China.

Fear of mistakes: Physical education and activity experiences of autistic teenagers

Fear of mistakes: Physical education and activity experiences of autistic teenagers

Strategies for Reducing Anxiety in EFL Classroom: An Academic Review

Anxiety is a significant issue in English as a Foreign Language (EFL) classrooms, impacting learners' performance and overall language acquisition. This theoretical review examines recent research findings and effective techniques for reducing anxiety in EFL settings. Drawing on qualitative methodologies and empirical studies from the past five years, the review highlights various factors contributing to anxiety, including low self-esteem, fear of mistakes, and pressure from peers and teachers. The Foreign Language Classroom Anxiety Scale (FLCAS) emerges as a valuable tool for measuring anxiety, focusing on exam anxiety, communication anxiety, and fear of poor grades. The review identifies several strategies to alleviate anxiety, such as creating a supportive environment, delaying error correction, providing ample speaking practice opportunities, and incorporating relaxation techniques. Additionally, interventions like game-based learning, music instruction, and cooperative learning activities demonstrate promise in reducing anxiety and enhancing motivation among EFL learners. The review underscores the pivotal role of teachers in mitigating anxiety by offering effective feedback, facilitating speaking practice, and fostering a welcoming classroom environment conducive to language acquisition. Ultimately, the review emphasizes the importance of understanding and addressing anxiety to promote successful language learning outcomes in EFL classrooms.

How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure.

Many people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes. In this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes. Drawing on the large pre-birth Growing Up in New Zealand cohort, we focused on a sub-sample of 231 mother-child dyads who engaged in a recorded conversations about a "recent disappointment or setback" when the children were 8 years old. Conversations between mothers and children about the recent disappointments were coded to identify whether parents recognised or acknowledge their child's emotional response, if action plans were discussed, and the types of resources that the child could draw on. The children also completed a questionnaire about their global self-worth and their fear of making mistakes. The discussion of clear action plans, in the absence of a discussion about collaborative resources, was found to be associated with an increased fear of making mistakes among children. Conversely, when mothers clearly acknowledged their child's emotions and discussed ways to work collaboratively with their child on future problems, there was a notable decrease in the child's fear of mistakes. However, it is noteworthy that many mothers in our study either minimally acknowledged or dismissed their child's emotions(40%), rarely discussed action plans (55%), or collaborative resources (79%)when discussing the recent setback.

Identifying the factors that affect the oral participation among EFL Libyan understudy learners at the Department of English, Sirte University.

This study aims to identify the possible factors that might cause the oral participation problems among EFL Libyan understudy learners at the Department of English, Sirte University. Thus, a quantitative design was employed in this study using a close-ended questionnaire in order to obtain the required data. The data was analyzed manually. In the study, 25 students were selected non-randomly to complete the questionnaire. The results indicated that there are some factors which influence the learners' oral participation such as fear of mistake and criticizing, shyness, lack of confidence, lack of vocabulary, inability to express their ideas and thoughts, lack of motivation, lack of support, lack of time. These factors are involved into four groups: students' factors, teachers' factors, curriculum's factors and environments' factors. The researchers adopted some recommendations that will be useful for teachers as well as learners.

Reviewing the Significance of Practice in Learning English as a Second Language

In the globalized world, mastering English as a second language is crucial. However, many learners face a significant obstacle: the lack of practice. This review explores the importance of practice in language acquisition, its role in vocabulary, grammar, and fluency development, and how it connects classroom learning to real-world communication. The author identifies factors contributing to the lack of practice, including limited exposure to native speakers, cultural barriers, and fear of mistakes. This lack has consequences, such as slower progress, communication difficulties, and limited opportunities. To address these challenges, we propose strategies like language exchange programs, diverse English use, authentic materials, technology platforms, and supportive classrooms. The author emphasizes the partnership between educators and learners in fostering practice. In conclusion, practice is essential for learning English. The author calls for collective efforts to bridge the gap between instruction and application, creating an environment where language learners thrive

Pre-Service English Teachers’ Anxiety in Speaking English: A Case from an Indonesian Islamic College

Extensive research on speaking English as a foreign language has been carried out in the last decades. However, little is known about the exploration of speaking anxiety experienced by pre-service English teachers situated at a private Islamic institute, particularly in the Indonesian setting. This case study aimed to investigate the factors that influence six pre-service English teachers’ anxiety in speaking English and how they overcome such hindrances. Data were analyzed using Braun and Clarke’s (2006) thematic analysis, including (1) familiarizing we with the talking data, (2) creating transcripts from the data, (3) reading the transcripts multiple times, (4) creating codes for salient data, (5) creating categories from the codes, and (6) creating themes from the categories. The analysis reveals factors that influence the participants’ speaking anxiety, including 1) feeling embarrassed, 2) fear of mistakes, 3) lack of confidence, 4) feeling nervous, and 4) rarely speaking. In addition, the participants enacted multiple ways of alleviating their anxiety when teaching, such as asking motivation from friends, starting the class with English, engaging, students in a game-based learning, preparing materials before the class, and asking students to focus on the class

STUDENTS’ DIFFICULTIES IN ENGLISH SPEAKING LESSON AT THE ELEVENTH GRADE OF STATE SENIOR HIGH SCHOOL 04 MUKO-MUKO

This research aimed to describe the students’ difficulties encountered by the eleventh-grade students of State Senior High School 04 Muko-Muko in English Speaking Lesson and to describe the factors causing the difficulties in English Speaking Lesson at the eleventh grade of State Senior High School 04 Muko-Muko. This research used mix method research design. The subject of this research was eleventh grade students at State Senior High School 04 Muko-Muko. The sample of the research was 31 students for questionnaires and 10 students for interview. The instruments of this research were questionnaire adapted from Rahayu (2020) and interview. The researcher analyzed the data by by finding the percentage of each question item in questionnaire while interview data was analyzed by data reduction, data display, and drawing conclusion. This study found two findings. First, the result showed that there were five psychological difficulties encountered by the eleventh grade students of State Senior High School 04 Muko-Muko in English Speaking Lesson, namely lack of motivation, anxiety, shyness, fear of mistakes, and lack of confidence. Second, based on five psychological difficulties, there are several factors causing namely no awareness to learn english, no interest of English, no knowledge of the importance of English, students’ low English skill in vocabulary and pronunciation, friends’ negative responses, teacher’s bad responses, and students’ terrible belief in their English skill. To sum up, the next study is recommended to find the strategies to overcome the students’ difficulties in English speaking lesson.

DIFFICULTIES AND FACTORS OF LOW ACHIEVERS IN SPEAKING

This study aimed to know the difficulties and the factors causing faced by the low achievers in speaking. The research used a qualitative method by doing observation and interview. The researchers used the purposive sampling technique. This research had 21 participants out of 97 students from the third semester who were taking Public Speaking subject in English Education Department of Universitas Muhammadiyah Purwokerto. The data collection was done by using observation and semi-structured interviews. The questions consisted of 11 items. In a conclusion, the problems in speaking refer to linguistic problems (pronunciation, vocabulary, grammar, performance variables, and fluency), and non-linguistic problems (inhibition, nothing to say, low or uneven participation, and mother tongue use). The factors causing problems in speaking refer to non-psychological factors (lack of vocabulary, inadequate strategic competence, and teaching strategies), and psychological factors (fear of mistakes, shyness, anxiety, lack of confidence, and lack of motivation).

An ANALYSIS OF STUDENTS DIFFICULTIES IN SPEAKING SKILL AT THE FIFTH SEMESTER OF UNIVERSITY OF MUHAMMADIYAH KOTABUMI ACADEMIC YEAR 2021/2022

Speaking English is very difficult for non-native speakers. Speaking skill is ability to interactive process which involves face to face conversation partner and it is an esential part of humans life because without speaking it will be difficult for them to interact each other smoothly and efectively in environment. Speaking difficulties is a condition when students experience an obstacle when speaking in public. The purpose of this study was to describe the students difficulties in speaking skills at the fifth semester of the University of Muhammadiyah Kotabumi. The data from this study were taken from the results of interviews with 5 students in the fifth semester of English education. The instrument used in this study was an interview. In this study, the data collection technique used by the researcher is the in-depth interview technique and documentation. The results of this study illustrate that in fact there are 2 aspects of the problem that causes speaking difficulties faced by students. the two aspects of the problem are linguistic problems and non-linguistic/psychological problems. In linguistic problems there is a of pronunciation, lack of vocabulary and lack of grammar mastery. while non-linguistic/psychological problems consist of lack of confidence, anxiety, shyness, lack of motivation and fear of mistake.

An Analysis of Speaking Barriers in English Learning at Senior High School in Songgon Sub-district

Speaking is an important things in interaction, and speaking English is very important to learn to communication when people from the different nations meet. This research aimed to find the type and the dominant barriers in speaking English learning at Senior High School in Songgon Sub-district. The research design was descriptive qualitative. The respondent were 160 from three school in Songgon Sub-district, they are 69 respondent from MA Alfatah, 17 respondent from SMA 4 Muhammadiyah, and 74 respondent from SMK Nurut Taqwa which determined by using cluster sampling. The data were taken by using online system of questionnaire and interview. The data from questionnaire was analyzed by using Likert scale. The data analysis was determined based on theory linguistics barrier and non-linguistic barriers. Analysis questionnaire and interview data showed that students at Senior high school In Songgon sub-district have high Barriers in speaking English learning. The type of barriers had by students showed the percentage score of each indicator are 66% in speaking barrier, 57% in lack of vocabulary, 65% poor in grammar, 64% poor in pronunciation, 71% in lack of motivation, 62% in fear of mistake, 61% in anxiety, 65% in lack of confidence, and 57% in shyness. The most dominant barriers had by students are poor in grammar from linguistic factor and lack of motivation from non-linguistic factor.

AN ANALYSIS OF STUDENT’S PROBLEMS IN SPEAKING AT ELEVENTH GRADE OF SMA NEGERI 1 SUKODADI

Student usually faced several problems when speaking, such as lack of vocabulary and grammar. This research is focus on speaking skill as important skill of four basic language learning. Using qualitative descriptive method, researcher analysis students' problems in speaking of eleventh grade students in SMA Negeri 1 Sukodadi, Lamongan. The students’ usually faced problems when speaking, such as lack of vocabulary and grammar. This research is guided by research problems as follows: (1) what are student’s problems in speaking English at eleventh grade in SMA Negeri 1 Sukodadi. (2) What are the causes of students’ problems in speaking English at eleventh grade in SMA Negeri 1 Sukodadi. Researcher used qualitative methods. In answering research problems, researcher used observations and interviews. The researcher uses three main phases of data analysis namely data reduction, data display, and drawing conclusions. Based on the data analysis, the result of research found the students problems, included the cause of problems in English speaking. In speaking English every students has their typical problems, but in general those can be stated as follows: lack of vocabularies, grammar, pronoun, comprehension and fluency. The researcher also found that the causes of students’ problems are, lack of confidence, fear of mistakes, shyness, anxiety and low of motivation. Keywords: Student’s problem, speaking

Factors Influencing English-majored Freshmen’s Speaking Performance at Ho Chi Minh City University of Food Industry

It has been commonly recognized that many Vietnamese students encounter difficulties in communicating and speaking the English language. This study aims to explore the problems influencing university students’ performance in learning English speaking skills. The author carried out this research by surveying 178 English-majored freshmen at Ho Chi Minh City University of Food Industry. The findings from the analyzed quantitative data revealed that the respondents’ difficulties mainly came from internal factors. The internal factors were categorized into five main aspects: overuse of L1, weak listening and pronunciation, lack of topical knowledge and ideas, shyness and nervousness, and fear of mistakes and criticism. Some other external factors having less impact on the students’ speaking performance involved practicing time, the content of the topics, IELTS-oriented speaking tests, and lecturers’ support. This study was expected to help students overcome their internal problems and suggest some recommendations to minimize the undesirable effects of negative factors.

The Experience of Moral Distress in an Academic Family Medicine Clinic.

Primary care providers (PCPs) report decreased job satisfaction and high levels of burnout, yet little is known about their experience of moral distress. The aim of this study was to gain insight into the experiences of PCPs regarding moral distress including causative factors and proposed mitigation strategies. This qualitative pilot study used semi-structured interviews to identify causes of moral distress in PCPs in an academic family medicine department. Interviews were analyzed using conventional content analysis. Of 35 eligible participants, 12 completed the study (34% participation rate). Most were white, female, and had practiced for less than 10years. Four PCPs had considered leaving their position due to moral distress. Participants identified five causes of moral distress: policies and procedures that conflict with patient needs, the unpredictable nature of primary care, need to "bend the rules," lack of accountability, and lack of support staff. Six internal conflicts made resolving morally distressing situations difficult: perceived powerlessness, sense of responsibility, socialization to follow orders, emotional toll of the job, competing obligations, and fear of mistakes. These findings matched themes in the current literature and identified an unbending infrastructure. This, coupled with the chaotic nature of primary care, resulted in frequent moral distress. Participants offered solutions to reduce and mitigate moral distress (also similar with current literature) and suggested moral distress and burnout are closely linked.

THE GAME AS A WAY TO OVERCOME THE LANGUAGE BARRIER OF STUDENTS OBTAINING GENERAL SECONDARY EDUCATION IN FOREIGN LANGUAGE CLASSES

The article is devoted to the analysis of the problem of overcoming the language barrier of students obtaining general secondary education in foreign language classes. This study aims to prove that the use of communicative games has a positive effect on foreign language proficiency of students getting general secondary education, helping them to overcome the language barrier and enjoy learning a foreign language. In our research, we try to develop the hypothesis that the use of communicative games is a key factor in motivating students to use a foreign language during the lesson and to eliminate anxiety, fear of mistakes, and shyness during the conversation. Moreover, we want to show that communicative games give students meaningful language patterns. The article analyses the term “communicative game” and defines the role of games in the process of overcoming the fear of communicating in foreign languages. We analysed the research of scientists whose heuristic vector of search is the role of the use of communicative games in the improvement of speech skills. The results of the research are highlighted, which prove that the implementation of communicative games in the educational process promotes the active acquisition of language units. We asked a number of research questions, which helped to determine the reasons for the reluctance of students to participate in the class, and the games that should be used to encourage students to active language. We got to know how the use of communicative games increases the frequency of students’ speech and whether communicative games improve the quality of students’ language. It provides a brief overview of the data collection, an explanation of the tools and methods used in the study, a description of the participants, including all necessary ethical issues, and an evaluation of the effectiveness of the research tools. The collected data are analysed. The experiment is carried out, and the obtained results are presented. Our conclusions are made in the final section, including their interpretation and suggestions for further action.
 Keywords: language barrier, communicative game, educational process, communicative initiative, speech skills, students obtaining general secondary education, language function, encouragement, diagnostic tool.

The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language

One of the most important skills to acquire in learning a foreign language is speaking. It is however, viewed as one of the most difficult. This study involved the observation of non-English major students in the foreign language department of Nanjing Tech University. Its aim was to assess critically the factors that affect the speaking performances of Chinese EFL Learners, find out their motivational levels and explore ways to improve EFL proficiency. Two survey questionnaires, as well as an interview item, were constructed. Seventy-five respondents were conveniently sampled for the Chinese EFL learner’s speaking difficulty questionnaire and, the English motivational scale, and ten out of the Seventy-five were randomly selected to respond to the interview. The factors that inhibit speaking performances were categorized as either linguistic or psychological. The outcome of the study revealed that Chinese EFL learners have speaking problems that relate more to psychological factors like anxiety, fear of mistakes, unwillingness, and fear of negative evaluation than linguistic factors such as lack of vocabulary, pronunciation, insufficient knowledge of grammar rules, reading and oral presentation. Furthermore, the researchers investigated the motivational levels of respondents toward speaking English as motivation is considered a fundamental element in achieving oral proficiency. The findings showed that Chinese EFL learner’s instrumental motivations are slightly dominant than their integrative motivation. The study recommends that instructors or teachers should create a conducive environment that will help reduce anxiety or shyness and gather adequate strategies like regular oral presentations or classroom debates to boost EFL learners' speaking confidence.

Greek Basketball Referees Performance and Stress Factors During and After the Games

Greek Basketball Referees Performance and Stress Factors During and After the Games Lazaros Ntasis, Thalia Panagi, Athanasios Strigas, Konstantinos Koronios, Marinela Dashi Abstract The purpose of this study was to evaluate the level of pre-competitive anxiety experienced by N=348 Greek basketball referees. In order to classify the stress factors Competitive State Anxiety Inventory-2 (CSAI-2) used. The aim was to examine Cognitive state anxiety, Somatic state anxiety, and Self-confidence, which require them to exercise self-control for optimal performance before and after the games. Results indicated that cognitive and somatic anxiety after the event was higher. On the other hand, self-confident decreased. Confirmatory factor analysis showed that referees' competitive anxiety might affect their fear of mistakes before a stressful game. Full Text: PDF DOI: 10.15640/jpesm.v8n1a3

The opioid-impaired provider: A call for national guidance to maximize rehabilitation while protecting patient safety.

The opioid-impaired provider: A call for national guidance to maximize rehabilitation while protecting patient safety.

Musykilatu Ta'allumi Al-Lughati Al-'arabiyyah Li thalibat Assanath Al-ula Min Qismi Tarqiyati Al-lughah limunadhzmati Althalibaat

Modern Islamic Boarding School Darussalam Gontor for girls 2, seeks to succeed in teaching and learning of languages by preparing special movers in language teaching for student known as the OPPM Language enhancement section. It is this section that seeks to improve language in the process of teaching and learning by establishing discipline and conducting various language activities, the new students of this lodge experience difficulties in learning the language and the acquisition because of differences in background of learning goals, lack of language knowledge and lack of confidence in the use of language which is due to fear of being wrong and lacking in fluency, in this case the OPPM language seeks to resolve this problem.
 This study is classified as descriptive qualitative research using case study design at Modern Islamic boarding school Darussalam Gontor for girls 2, Technique of data collection in this research include observation, interview and documentation. The data should be examined by using triangulation.
 Based on the results of the analysis of the researchers seen various kinds of problems experienced by the first class and can be drawn two conclusions as follows: 1. Problematic learning arabic language for first grade students: 1) Difficulties in using Arabic because it comes from areas with different dialect 2) Problems in pronunciation are triggered by fear of mistakes and ridicule and lack of language knowledge. 3) Difficulties in Arabic pronunciation due to the lack of vocabulary treasury.
 From what experienced first grade student a problem of language learning, then the OPPM language section trying to solve. 2. Efforts undertaken by the language part in solving this problematic as follows: 1) Holding an official language motivation program to enrich the knowledge of the language of first class students 2) Conduct inter-group dialogue to train in using language with friends without fear. 3) Through Muhadatsah morning program and instructing student to memorize in order to establish vocabulary in the mind of student. 4) Holding interesting language activities to avoid boredom and language learning and instill a sense of language. 5) Listening to a language song to train good hearing and understanding of the language being heard.
 The result of this study explained on the problematics of learning Arabic language for first grade students, researchers noticed that this study still has many shortcomings and expect that the OPPM language enchancement section can perform the obligations as well as possible by varying the activities of language with which facilitate student in language learning, as well as advising each other about the activities of the language that runs in the Tent and keep the language intensive. And to the next researcher who will discuss the same discussion of this discussion, to research as well as possible and to complete the shortcomings and can write more fully and for the results of writing can be better.

STUDENTS’ DIFFICULTIES IN ENGLISH SPEAKING CLASS

This study aim to answer: (1) What are of student’s difficulties and possible solution in English speaking at the ninth years grade of SMPI AL-KAROMAH SAMPANG? (2) What factors are causing student’s difficulties in English speaking at the ninth years grade of SMPI AL-KAROMAH SAMPANG?. The research design of this study is descriptive qualitative. The writer uses interview and observation as instrument of data. In this research, the researcher uses non participant observation, the writer only becomes an observer. The writer had taken part in class being observed. While participating as an observer, the writer observes what kinds of students’difficulties in English speaking and what are the causing factors students’ difficulties in English speaking. From the result of the observation, interview, and questionnaire the researcher concluded that most of the student at the ninth grade of SMPI Al-Karomah Sampang got difficulties in English speaking class here was caused by fear of mistakes, shyness, lack of motivation, and lack of confidence. And some of these factors are related to the learners themselves, the teaching strategies, the curriculum, and the environment.