| Titre : | The Effect of Anxiety on EFL Learners’ Oral Performance |
| Auteurs : | AmeurAmel, Auteur ; P/LLA Dr. BOUCHEFRA Miloud, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 63p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Anxiety, EFL students , oral performance. |
| Résumé : | The current study aims to examine the effect of anxiety on EFL learners’ oral performance. In light of this, we hypothesized that if EFL students’ speaking anxiety is reduced, they will be able to communicate confidentially in their classrooms. To achieve the above objective, we conducted a semi-structured interview with five (5) oral expression teachers from the English Department at Saida University, submitted a questionnaire to sixty (60) second-year students from the same department, and conducted a classroom observation. The results indicated that (86.67%) of the participants get anxious during oral expression sessions due to their teacher’s direct questions (44.23%), their fear of negative evaluation (34.62%), lack of self-confidence (9.62%), discussion (7.69%), or the oral presentation (3.85%). They also demonstrated that teachers employed various techniques to alleviate their students’ anxiety and improve their oral performance such as preparing dialogues, creating a supportive environment, offering low-pressure practices, providing constructive feedback, and many others. Therefore, these findings confirmed our hypothesis. This research is significant because it sheds light on the pervasive issue of speaking anxiety among EFL learners and offers practical strategies that can be implemented to enhance their communicative abilities. By addressing this critical aspect of language learning, the study contributes to the development of more effective teaching practices that can lead to better educational outcomes. In conclusion, a list of recommendations such as encouraging extensive practice, developing communicative competence, creating a relaxed atmosphere, selecting relevant topics, and others was presented to teachers and students to overcome or reduce anxiety intensity on second-year students. |
| Note de contenu : |
Table of Contents
Declaration of Originality…………………………………………………………..................II Dedication………………………………………………………………………………….....III Acknowledgements……………………………………………………………………….......IV Abstract…………………………………………………………………………………..........V Table of Contents…………………………………………………………………………......VI List of Tables…………………………………………………………………………….......VII List of Figures………………………………………………………………………………VIII List of Abbreviations and Acronyms…………………………………………….……...........IX General Introduction…………………………………………………………………….........01 Chapter One: Literature Review 1.Introduction…………………………………………………………………………………..4 1.1. Part One: The Speaking Skill...............................................................................................5 1.1.1 Definition of Speaking Skills.............................................................................................5 1.1.2 Importance of Speaking in Classroom...............................................................................5 1.1.3 Elements of Speaking.........................................................................................................6 1.1.3.1 Mental/ Social Processing...............................................................................................6 1.1.3.2 Language Features..........................................................................................................7 1.1.4 Types of Speaking Tasks...................................................................................................7 1.1.4.1 Information-Gap Activities.............................................................................................7 1.1.4.2 Dialogues and Role Plays...............................................................................................8 1.1.4.3Activities Using Pictures..................................................................................................9 1.1.4.4 Storytelling Task.............................................................................................................9 1.1.5 Features of Speaking Performance..................................................................................10 1.1.5.1 Fluency.........................................................................................................................10 1.1.5.2 Accuracy......................................................................................................................10 1.1.5.3Grammar........................................................................................................................11 1.1.5.4 Vocabulary...................................................................................................................12 1.1.5.5 Pronunciation...............................................................................................................12 1.1.6 Approaches to Teaching Speaking...................................................................................12 1.1.6.1 The Direct Approach.....................................................................................................13 VI 1.1.6.2The Indirect Approach...................................................................................................13 1.1.6.3The Indirect Plus Approach...........................................................................................14 1.1.6.4 The Communicative Approach.....................................................................................14 1.2. Part Two: Anxiety in Oral Performance............................................................................15 1.2.1 Definition of Anxiety.......................................................................................................15 1.2.2 Types of Anxiety..............................................................................................................15 1.2.2.1 State -Trait Anxiety.......................................................................................................16 1.2.2.2 Facilitating-Debilitating anxiety...................................................................................16 1.2.2.3Situation-Specific Anxiety.............................................................................................17 1.2.3Anxiety and Oral Performance.........................................................................................17 1.2.4 The Causes of Anxiety in Oral Performance...................................................................18 1.2.4.1Communication Apprehension......................................................................................19 1.2.4.2 Test Anxiety..................................................................................................................19 1.2.4.3Fear of Negative Evaluation..........................................................................................20 1.2.4.4 Lack of Motivation........................................................................................................20 1.2.4.5 Negative Self-Perceptions.............................................................................................21 1.2.5 Strategies for Reducing Oral Performance Anxiety........................................................21 1.2.6 The Role of EFL Teacher in Reducing Speech Anxiety..................................................22 1.2.7 The Role of EFL Students in Reducing Their Speech Anxiety.......................................23 1. Conclusion............................................................................................................................25 Chapter Two: Research Methodology 2. Introduction...........................................................................................................................27 2.1. Part One: Theoretical Background.....................................................................................27 2.1.1 Definition of Research.....................................................................................................27 2.1.2. Quantitative Research Approach....................................................................................27 2.1.3. Qualitative Research Approach......................................................................................28 2.1.4. Mixed Method Research Approach................................................................................28 2.1.5. Semi-structured Interview...............................................................................................28 2.1.6. Questionnaire..................................................................................................................29 2.1.7. Classroom Observation...................................................................................................29 2.2. Part Two: Field Work........................................................................................................29 2.2.1. Research Design..............................................................................................................29 2.2.2. Population and Sample of the Study...............................................................................29 2.2.3Description and Aim of the Interview..............................................................................30 2.2.4. Description and Aim of the Questionnaire ... ................................................................30 VII 2.2.5 Description and Aim of the Classroom Observation.......................................................30 2.3 Limitations of the Study .....................................................................................................31 2. Conclusion............................................................................................................................31 Chapter Three: Data Analysis, Discussion and Recommendations 3. Introduction…………………………………………………………………………...........33 3.1. Part one: Data Analysis………………………………………………………………......33 3.1.1 Teachers’ Interview Analysis...........................................................................................33 3.1.2 Students’ Questionnaire Analysis....................................................................................36 3.1.3 Classroom Observation Analysis.....................................................................................45 3.2. Part Two: Discussion of the Results..................................................................................47 3.3. Part Three: Recommendations and General Implications..................................................48 3. Conclusion............................................................................................................................50 General Conclusion…………………………………………………………………………...52 Reference List………………………………………………………………………………...53 Appendices................................................................................................................................60 |
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