Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr
Arabic Language, Literature & Culture
Volume 4, Issue 1, March 2019, Pages: 1-15
Received: Feb. 18, 2019;
Accepted: Mar. 30, 2019;
Published: May 11, 2019
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Amanuel Kidane Albore, English Language and Literature, Wolaita Sodo University, Wolaita Sodo, Ethiopia
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  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.
Amanuel Kidane Albore,
Investigating the Causes of Learners’ Speaking Anxiety in Foreign Language Classroom: The Case of Grade Nine Students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr, Arabic Language, Literature & Culture.
Vol. 4, No. 1,
2019, pp. 1-15.
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