INTRODUCTION
Rationale of the research
In today's globalized world, the importance of English speaking skills and communicative competence has become essential, with over 2 billion English speakers worldwide, including 300 million native speakers (Crystal, 2008) The primary motivation for learning English is to effectively communicate and understand others, as highlighted by Kachru (1986a), who likened mastering speaking skills to possessing a key to opportunities in international business, technology, science, and travel Richards and Rodgers (2001) also noted that a significant number of language learners study English to enhance their speaking proficiency Graves (2008) emphasized that learning a language is fundamentally about communication, improving economic prospects, and becoming a global citizen Proficiency in English plays a critical role in both informal conversations and formal academic settings, enabling individuals to express opinions, provide evidence, and share essential information.
The emphasis on speaking skills and communicative competence in English is crucial for EFL learners to master the language and integrate into new cultures However, excessive focus on these aspects can lead to Foreign Language Anxiety (FLA), negatively impacting learners Research by Horwit (2001) indicates that one-third of foreign language learners experience moderate levels of FLA, which can hinder their language acquisition, as noted by Luo (2013b) Many EFL learners report feelings of discomfort, frustration, and stress while learning English, ultimately deteriorating their speaking performance.
To address the impact of Foreign Language Anxiety (FLA) on English as a Foreign Language (EFL) learners, it is essential to identify effective communicative strategies that enhance speaking skills and overall communicative competence These strategies encompass both verbal and nonverbal methods for effectively conveying information and are frequently referenced in research and educational materials to support educators and learners alike Notable studies on communicative competence by researchers such as Oxford (1990), O'Malley & Chamot (1990), and Dornyei & Scott (1995) further emphasize the importance of these strategies in language education.
1997), Nakatani (2006) and so on, which have been the valuable foundation for investigating the potential way to deal with similar problems of FLA in EFL learners
Research on Foreign Language Anxiety (FLA) in Vietnam is limited in both quantity and scope, with only a few studies addressing the issue Most of these studies only touch on specific aspects of FLA, and even fewer provide practical strategies that English as a Foreign Language (EFL) students can use to manage their anxiety This gap in knowledge may contribute to a lack of understanding of FLA and its solutions, particularly in academic settings such as colleges and universities In this context, especially within the English Department at HUFL, addressing FLA is crucial for improving student outcomes.
Aims of the research
This research investigates the extent of Foreign Language Anxiety (FLA) experienced by learners and examines the communicative strategies they employ to mitigate these challenges The study is centered on two primary objectives: assessing the level of FLA among learners and analyzing the methods they use to navigate their anxiety in communication.
● The first is to identify the perception and degree of FLA on students‟ emotions, expressions and performance when using English speaking classrooms; and,
● This also aims to synthetize and analyze the strategies used by students to cope and deal with FLA to improve their English communicative competence;
Research questions
This research aims to explore Foreign Language Anxiety and the communication strategies that address it, focusing on specific research questions to achieve its objectives.
● How do EFL learners of the English Department, University of Foreign Languages, Hue University perceive Foreign Language Anxiety (FLA)?
● How does Foreign Language Anxiety (FLA) affect the EFL learners‟ performance in English speaking classroom context?
● What are the communicative strategies commonly used by the EFL learners to deal with the problems in classroom context?
Scope of the research
This research investigates the impact of Foreign Language Anxiety (FLA) on English as a Foreign Language (EFL) learners in speaking classrooms and examines the communication strategies employed to mitigate FLA, thereby enhancing their speaking performance and communicative competence The study involved 100 third- and fourth-year EFL students from the English Department at HUFL, utilizing both questionnaires and interviews for data collection The questionnaire was piloted with experienced teachers and students to ensure reliability Quantitative data was gathered to assess students' backgrounds and their perceptions of anxiety's effects on performance, while qualitative insights were derived from in-depth interviews with a subset of 10 participants Data analysis was conducted using Excel and Google Forms, applying the Foreign Language Classroom Anxiety Scale (FLCAS) and incorporating effective communication strategies outlined in the official textbook "Methodology 4: Theory of Teaching and Learning" for pedagogical students at HUFL.
Significance of the research
The research findings highlight the significance of understanding Foreign Language Anxiety (FLA) among EFL learners in academic settings, particularly in English-speaking classrooms It confirms the prevalence and impact of FLA on learners in Vietnam, revealing their perceptions and the strategies they employ to manage anxiety during speaking tasks The study also identifies the frequency of these communication strategies, reflecting the preferred learning styles of participants, which can serve as valuable insights for educators Additionally, practical suggestions are provided to enhance the teaching and learning of English speaking skills, ultimately aiming to improve the overall educational experience.
Organization of the research
The thesis is intended to include the total of five main chapters as follows:
● Chapter 1: Introduction outlines the background information of the research such as the rationale, the aims and objectives, the research questions, the scope and the significance of the research
● Chapter 2: Literature Review presents the theoretical foundations for the research, consisting of the definition, characteristics, the previous studies related to the present research and the scientific gap between
● Chapter 3: Methodology conveys the methods used in the research, including the research approach, the participants, the data collection and analysis process
● Chapter 4: Findings and Discussions presents the data of the research and the discussion and interpretation of the data
Chapter 5 concludes the research by summarizing key findings and insights, highlighting their implications for teaching and learning practices It also addresses the limitations of the study and offers recommendations for future research endeavors.
LITERATURE REVIEW
Introduction
This Literature Review presents reliable secondary data to support the scientific research on English speaking skills, emphasizing their importance and the various factors influencing learners, particularly EFL students It explores Foreign Language Anxiety (FLA), including its measurement through the Foreign Language Classroom Anxiety Scale (FLCAS), and examines the effects and classifications of FLA Additionally, the review analyzes communication strategies to address FLA in English speaking classrooms, as outlined in the textbook for pedagogical students at the University of Foreign Languages, Hue University, under Methodology 4: Theory of Teaching and Learning Finally, it synthesizes and compares related research on both global and national levels, highlighting the significance of this study.
Speaking and speaking skill
The significance of speaking skills in English learning is paramount, as many learners prioritize verbal and nonverbal communication over reading and writing abilities They emphasize the importance of understanding and being understood through speaking, often measuring their learning success primarily by their proficiency in this skill (Burnkart, 1998).
2.2.1 Definition of Speaking and speaking skill
The investigation of the English language has yielded various definitions of speaking skill, encompassing both literal and abstract meanings These definitions can be categorized into three primary contexts.
(1) phonetics and phonology, (2) linguistics and paralinguistic, and (3) sociology
The speaking process has been interpreted in various ways, ranging from simple definitions to more complex understandings Speaking is fundamentally defined as the oral expression of words for communication, which includes making requests and delivering speeches (Nunan, 1995) Chaney (1998) expanded this definition by introducing the role of "nonverbal symbols" in conveying meaning within different contexts Scholars like Brown (1994), Burns, and Joyce (1997) emphasized that speaking is an interactive process that involves producing, receiving, and processing information, highlighting the importance of interaction and understanding between participants in a conversation Supporting this view, Eckard & Kearny (1981), Florez (1999), Howarth (2001), and Abd El Fattah Torky (2006) recognized speaking as a two-way process that necessitates the presence of two or more individuals communicating their thoughts, ideas, and emotions in a shared context.
In the realm of phonetics and phonology, speaking is viewed as a unique process involving the production of auditory signals that elicit verbal responses from listeners Bygate (1987) defines speaking as the systematic combination of sounds to create meaningful sentences, emphasizing its role in communication Additionally, speaking is recognized as a crucial aspect of language use, integral to effective interaction.
“cooperative, negotiated and self-regulated process” (Nunan, 1995, p 226; Sayer,
In 2005, it was noted that "rules and routines" shape communication dynamics, influencing aspects such as silence, volume, intonation, and language norms (Dornyei and Thurrell, 1994) These structures are essential for organizing the speaking process (Applegate, 1975) Supporting Nunan's view of speaking as a "cooperative process," Gumperz (1999) emphasized that each participant's utterances reflect their contributions, assumptions, expectations, and interpretations, which are crucial for fostering successful interactive and collaborative conversations.
In terms of linguistic and paralinguistic area, the native speakers tend to have the
A person's "linguistic repertoire" encompasses their skills and knowledge of one or more languages and their varieties, facilitating diverse speaking abilities This repertoire includes commonly used phrases, rules, routines, and linguistic features essential for effective communication in speaking contexts Additionally, paralinguistic characteristics, such as eye contact, facial expressions, body language, tempo, pauses, voice quality changes, and pitch variation, contribute to the multi-sensory nature of speaking, influencing conversational flow and enhancing communication effectiveness (Thornbury, 2005).
Speaking is inherently social, as it fosters rapport and mutual agreement, shapes social identity, and requires interpersonal skills (Thornbury and Slade, 2006, p 17) It encompasses a range of social elements, including the wishes, feelings, attitudes, opinions, and judgments conveyed through speech Additionally, the context and specific discourse of spoken communication serve to enhance its social functions.
According to Bygate (1987), speaking skills serve as a crucial vehicle for social solidarity, enabling individuals to enhance the lives of others while also influencing social ranking and professional advancement It is recognized as the primary medium through which language is acquired This perspective is supported by various researchers, including Harmer & Arnold (1978), Kayfetz & Smith (1992), Rignall & Furneaux (1997), and Goodale.
Speaking skills are essential for effective communication and preventing misunderstandings According to Widdowson (1990) and Brown (2001), these skills encompass both form and meaning, which include using correct sounds, rhythm, and intonation, as well as selecting the appropriate words and inflections to convey the intended message It is important to recognize that speaking skills deserve as much focus as literary skills.
Speaking skill is defined through various perspectives, but educators and examiners, such as Harmer (2001) and Thorbury (2005), agree on four key criteria for assessing speaking performance: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation These features collectively shape an individual's speaking ability Moreover, in the context of two-way conversations, effective speaking also requires attention to ensure that messages are conveyed clearly and persuasively to the listener.
The table below illustrates the assessment criteria for a candidate's speaking performance according to the IELTS standard, recognized by over 10,000 employers, universities, schools, and immigration authorities globally, with more than three million individuals taking the test annually.
SPEAKING MARKING AND ASSESSMENT (IELTS SPEAKING TEST)
The ability to talk and speak with normal levels of continuity, rate and effort and to link ideas and language together to form coherent and connected speech
The key indicators of fluency are speech rate and speech continuity
The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion, narration or argument, and the use of cohesive devices within and between sentences
The range of vocabulary used and the precision with which meanings and attitudes can be expressed
Key indicators of effective communication include the diversity of vocabulary employed, the suitability and relevance of the chosen words, and the ability to paraphrase or find alternative expressions to bridge vocabulary gaps, whether or not this is done with noticeable hesitation.
The range and the accurate and appropriate use of the test takers' grammatical resources
Key indicators of grammatical range include the length and complexity of spoken sentences, effective use of subordinate clauses, and a diverse array of sentence structures These elements are essential for emphasizing information and enhancing clarity in communication.
The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and the communicative effect of error
Pronunciation The ability to produce comprehensible speech to fulfill the Speaking test requirements
The key indicators will be the amount of strain caused to the listener, the amount of the speech which is unintelligible and the noticeability of L1 influence
Table 1: Speaking Marking and Assessment (IELTS Speaking Test)
Hedge (2000), Hughes (2002), and Mazouzi (2013) emphasize that learners' speaking activities should balance fluency—achieved through clear pronunciation, word connection, and appropriate stress and intonation—with accuracy in grammar, vocabulary, and pronunciation, as these are crucial for assessing speaking skills and communicative competence Additionally, the two-way nature of speaking necessitates considering the interlocutor's understanding when evaluating a speaker's performance Clark (1977) and Chaney (1998) highlight that effective communication involves both understanding and being understood, which is achieved by integrating verbal and nonverbal elements in various contexts to bridge information gaps and facilitate conversation.
In addition to the previously mentioned characteristics, CEFR and ESOL examiners evaluate speaking skills based on the interaction between the test-taker and the examiner, as well as the dynamics between speakers and listeners This criterion also extends to classroom settings, assessing interactions among learners, teachers, and peers.
Anxiety and Foreign Language Anxiety (FLA)
Affective factors, particularly anxiety, significantly impact language learners' speaking skills in the classroom, influencing both the learning process and language performance Consequently, the issue of Foreign Language Anxiety (FLA) has garnered considerable attention from researchers.
2.3.1 Overview the concept of anxiety
Anxiety is a common emotional experience among English as a Foreign Language (EFL) learners, as supported by numerous studies and documents Most researchers agree that this anxiety is a complex blend of feelings that affects nearly all language learners at some point in their studies Understanding the nature of anxiety in language learning is crucial for developing effective teaching strategies.
Anxiety is a complex emotional state characterized by feelings of tension, apprehension, and dread, often accompanied by physical symptoms such as breathlessness, palpitations, and muscular tension (Farlex, 2015) The American Psychological Association defines anxiety as an emotion marked by worried thoughts and physiological changes like increased blood pressure Researchers like Spielberger (1966) and Brown (1994) emphasize that anxiety is an unpleasant emotional condition linked to feelings of self-doubt and frustration Rachman (1998) describes it as a state of uneasy suspense Overall, anxiety is widely recognized as a detrimental factor for learners, overshadowing any potential advantages.
In addition, it is also necessary to differentiate the term “anxiety” from the term
“fear”, as these two terms are closely related in meaning (as a combination of tension and uncomfortable feeling) and easily mistaken in vague or ambiguous circumstances:
DIFFERENCES BETWEEN ANXIETY AND FEAR
Sources Anxiety seems to be present, and contemporary, as if in the background, almost all the time, not a reaction but a state of intensified watchfulness
Fear is an emotional reaction to a specific danger or a threat that can be recognized, such as a poisonous snake or a starving lion, etc for the sake of the extreme emergency
Duration It is hard to obviously identify anxiety because it is erratic and intractable; “diffuse, objectless, unpleasant, and persistent” (Rachman, 2004)
Fear happens occasionally and gradually fades away, disappears, or discontinues when the danger is removed from the person, or vice versa, the person from the danger
Maintenance Anxiety tends to be extensive and insistent, with uncertain points of beginning and end
The rise and decline of fear tends to be limited in time and space
Table 2: Differences between Anxiety and Fear
Anxiety is a multifaceted concept studied by various researchers, who categorize it into three specific types (Cattell & Scheier, 1963; MacIntyre & Gardner, 1989, 1991; Spielberger, 1966).
Trait anxiety refers to an individual's consistent tendency to experience nervousness across various situations, as defined by Spielberger (1983) This characteristic is a stable aspect of a person's personality, leading individuals with trait anxiety to feel anxious in a wide range of circumstances.
Situation-specific anxiety resembles trait anxiety in its long-term stability, yet it varies across different contexts, indicating that it can fluctuate depending on the specific situation.
State anxiety is a fluctuating emotional response that varies with circumstances, unlike other forms of anxiety According to Spielberger (1983), it manifests as feelings of worry or stress at specific moments, often accompanied by physical symptoms such as sweating, dry mouth, muscle tension, and increased heart rate.
Foreign Language Anxiety (FLA) has been a topic of extensive debate among researchers regarding its classification as a type of anxiety Early studies proposed that FLA might stem from other anxiety types, such as trait anxiety or test anxiety, leading to inconsistent findings However, scholars like Gardner (1985) and Horwitz et al (1986) have since posited that FLA is a situation-specific anxiety unique to the language learning context, distinguishing it from other anxiety forms Regardless of its classification, FLA is recognized as a significant factor influencing language learning performance, particularly in speaking skills.
2.3.2 Definition of Foreign Language Anxiety (FLA)
Foreign Language Anxiety (FLA) is a critical factor impacting English as a Foreign Language (EFL) learners' speaking skills, as highlighted by educators, researchers, and students alike Numerous studies have explored the concept of FLA, which, according to Krashen (1985), is one of the three key affective variables—alongside motivation and self-confidence—that can hinder language acquisition Krashen emphasized that learners with high motivation, self-confidence, a positive self-image, and low anxiety levels are more likely to succeed in mastering a second language This understanding of the interplay between these affective factors serves as a foundation for selecting communication strategies in this research.
All three researchers Horwitz, Horwitz, and Cope (1986) agreed to define FLA as
Foreign Language Anxiety (FLA) is a complex interplay of self-perceptions, beliefs, feelings, and behaviors specifically related to classroom language learning It arises from the unique challenges of the language learning process and is influenced by various psychological and behavioral factors FLA is closely associated with three types of anxieties: communication apprehension, fear of negative evaluation, and test anxiety, all of which significantly impact language learners' experiences in educational settings.
1969), and test anxiety (Sarason, 1978), which can be measured and calculated by the instrument: the Foreign Language Classroom Anxiety Scale (FLCAS)
Foreign Language Anxiety (FLA) is characterized by feelings of dread and uneasiness experienced by learners when using a foreign language, particularly in speaking and listening contexts (MacIntyre & Gardner, 1994) This tension often manifests as negative emotional responses, such as worry and anxiety, which can significantly impact language learning (MacIntyre, 1999) Numerous researchers, including Horwitz (1986) and Young (1991), have confirmed that various forms of anxiety adversely affect foreign language acquisition Studies indicate a negative correlation between FLA and learning outcomes (Aida, 1994; Cheng, 1999; Horwitz, 2001), with students suffering from severe anxiety often engaging in passive behaviors, such as avoiding speaking activities or even dropping out of classes to escape the fear of negative evaluation.
2.3.3 Foreign Language Classroom Anxiety Scale (FLCAS)
The growing recognition of Foreign Language Anxiety (FLA) among English as a Foreign Language (EFL) and English as a Second Language (ESL) learners has led to a significant increase in research and documentation on the topic by educators, researchers, and students alike (Gregersen, 2006) Characterized by anxiety, FLA poses challenges in measurement and assessment (see section 2.3.1 for an overview of anxiety concepts), prompting researchers to develop measurement tools such as the French Class Anxiety scale to address this issue.
Scale and the French Use Anxiety Scale or Chinese one, however, the most common and popular is the Foreign Language Classroom Anxiety Scale (FLCAS) designed and developed by Horwitz (1986)
Horwitz and his assistants constructed, designed and developed the instrument
The Foreign Language Classroom Anxiety Scale (FLCAS) is based on self-reports from students' practical experiences and feedback, along with evidence from reviews of similar instruments The finalized version comprises 33 items using a 5-point Likert-type scale, ranging from "strongly agree" to "strongly disagree." This tool aims to assess the level of anxiety experienced by foreign language learners in the classroom, with higher scores reflecting greater levels of foreign language anxiety (FLA).
FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE (FLCAS) (Horwitz, 1986)
1 I never feel quite sure of myself when I am speaking in my foreign language class
2 I don‟t worry about making mistakes in language class
3 I tremble when I know that I‟m going to be called on in language class
4 It frightens me when I don‟t understand what the teacher is saying in the foreign language
5 It wouldn‟t bother me at all to take more foreign language classes
6 During language class, I find myself thinking about things that have nothing to do with the course
7 I keep thinking that the other students are better at languages than I am
8 I am usually at ease during tests in my language class
9 I start to panic when I have to speak without preparation in language class
10 I worry about the consequences of failing my foreign language class
11 I don‟t understand why some people get so upset over foreign language classes
12 In language class, I can get so nervous when I forget things I know
13 It embarrasses me to volunteer answers in my language class
14 I would not be nervous speaking in a foreign language with native speakers
15 I get upset when I don‟t understand what the teacher is correcting
16 Even if I am well prepared for language class, I feel anxious about it
17 I often feel like not going to my language class
18 I feel confident when I speak in foreign language class
19 I am afraid that my language teacher is ready to correct every mistake I make
20 I can feel my heart pounding when I‟m going to be called on in language class
21 The more I study for a language test, the more confused I get
22 I don‟t feel pressure to prepare very well for language class
23 I always feel that the other students speak the language better than I do
24 I feel very self-conscious about speaking the foreign language in front of other students
25 Language class moves so quickly I worry about getting left behind
26 I feel more tense and nervous in my language class than in my other classes
27 I get nervous and confused when I am speaking in my language class
28 When I‟m on my way to language class, I feel very sure and relaxed
29 I get nervous when I don‟t understand every word the language teacher says
30 I feel overwhelmed by the number of rules you have to learn to speak a foreign language
31 I am afraid that the other students will laugh at me when I speak the foreign language
32 I would probably feel comfortable around native speakers of the foreign language
33 I get nervous when the language teacher asks questions which I haven‟t prepared in advance
Table 3: Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, 1986)
FLCAS by Horwitz (1986) has been the most commonly used instrument when measuring foreign language learners‟ anxiety for almost all foreign target language:
French version (Gardner, 1985 and MacIntyre, 1991), Chinese version (Zhao, 2007),
The Japanese version of FLA (Aida, 1994) closely aligns with the French version in terms of scale and classification, whereas other adaptations exhibit significant differences in their classification of FLA.
2.3.4 Classification of Foreign Language Anxiety (FLA)
The FLCAS, developed by Horwitz in 1986, is a reliable tool that serves as the basis for various theories on Foreign Language Anxiety (FLA) It measures anxiety levels among language learners and classifies the sources and types of that anxiety Horwitz et al identified three forms of FLA.
Strategies to cope with Foreign Language Anxiety (FLA)
To enhance communicative competence in the speaking classroom, it is essential to master not only vocabulary, grammatical accuracy, and pronunciation but also effective speaking skills and communication strategies This comprehensive approach enables learners to navigate various situations, compensate for knowledge gaps, and achieve coherence and fluency in their speech.
Identifying communication competence is essential for developing effective speaking skills and understanding useful communicative strategies (CSs) and the Oral Communication Strategy Inventory (OCSI) relevant to this research Communicative competence enables learners to convey and interpret messages and negotiate meanings within specific contexts According to Savignon (1983), communication is relative and relies on the cooperation of all participants involved, highlighting that it is a dynamic, interpersonal process rather than just an intrapersonal construct This aspect of communication can only be evaluated through the observable interactions of individuals.
Communicative competence encompasses four key dimensions: (1) Grammatical or Linguistic competence, (2) Discourse competence, (3) Sociolinguistic competence, and (4) Strategic competence The initial two dimensions focus on the linguistic system's usage, while the latter two address the functional aspects of communication.
● Grammatical or Linguistic competence : is the knowledge of lexical items, and of rules of morphology, syntax, sentence-grammar semantics, and phonology
Discourse competence complements grammatical competence by enabling individuals to connect sentences effectively within a discourse It involves the skill to create a cohesive and meaningful narrative from a series of utterances, enhancing overall communication.
Sociolinguistic competence refers to the understanding of the sociocultural norms governing language use and discourse It encompasses awareness of the social context in which language is employed, the shared information among participants, and the purpose of their interactions.
Strategic competence refers to the communication strategies, both verbal and nonverbal, that individuals employ to address communication breakdowns caused by performance variables or a lack of proficiency These strategies help learners navigate challenges stemming from imperfect knowledge of rules and factors such as fatigue, distraction, and inattention, enabling them to maintain effective communication despite limitations.
This research examines the impact of Foreign Language Anxiety (FLA) on English as a Foreign Language (EFL) learners, specifically focusing on strategic competence It highlights how learners' feelings of worry, nervousness, and discomfort can hinder their classroom performance The study emphasizes the importance of developing strategies to manage these emotions and cope with language imperfections to facilitate successful communication.
Communication strategies (CSs) involve the use of both verbal and nonverbal methods to effectively convey information While various classifications of communicative strategies exist, this research specifically utilizes the framework established by Dornyei (1995) and Dornyei & Scott (1995, 1997) This particular version is featured in the textbook "Methodology 4: Theory of Teaching and Learning," which is commonly taught to students in the English Department at the University of Foreign Languages, Hue University.
COMMUNICATION STRATEGIES (Dornyei, 1995) (Dornyei & Scott, 1995, 1997) Avoidance Strategies
1 Message abandonment: leaving a message unfinished because of language difficulties
2 Topic avoidance/ Message reduction: reducing the message by avoiding certain language structures or topics considered problematic language wise or by leaving out some intended elements for a lack of linguistic resources
3 Circumlocution: describing or exemplifying the target object of action (e.g., the thing you open bottles with for corkscrew)
4 Approximation: using an alternative term which expresses the meaning of the target lexical item as closely as possible (e.g., ship for sailboat)
5 Use of all-purpose words: extending a general, empty lexical item to contexts where specific words are lacking (e.g., the overuse of thing, stuff, what-do-you-call-it)
6 Word coinage: creating a non-existing L2 word based on a supposed rule (e.g., vegetarianism for vegetarian, doer for do)
7 Prefabricated patterns: using memorized stock phrases, often for “survival” purposes
8 Nonlinguistic signals: mime, gesture, facial expression, or sound imitation
9 Literal translation: translating literally a lexical item, idiom, compound word, or structure from L1 to L2
10 Foreignizing: using L1 word by adjusting it to L2 phonology (i.e., with a L2 pronunciation) and/or morphology (i.e., adding to it a L2 suffix)
11 Code-switching: using a L1 word with L1 pronunciation or a L3 word with L3 pronunciation while speaking in L2; this may involve stretches of discourse ranging from single words to whole chunks and even complete turns
12 Appeal for help: asking for aid from the interlocutor either directly or indirectly 12a Direct appeal for help: turning to the interlocutor for assistance by asking an explicit question concerning a gap in one‟s L2 knowledge (e.g., I don‟t know the name … What‟s the name?, What do you call …?, How do you say…?)
12b Indirect appeal for help: trying to elicit help from the interlocutor indirectly by expressing lack of needed L2 item verbally or nonverbally (e.g., rising intonation, pause, eye contact, puzzled expression)
13 Stalling/ time-gaining strategies: using fillers or hesitation devices to fill pauses and to gain time to think (e.g., well, now let‟s see, uh, as a matter of fact)
Table 4: Communication Strategies (Dornyei, 1995) (Dornyei & Scott, 1995, 1997)
In the context of EFL learning classrooms, it is essential to incorporate Socio-affective Strategies, as identified by O'Malley & Chamot (1990) and Oxford (1990), to address affective factors such as Foreign Language Anxiety (FLA) These strategies provide effective communication tools that enhance the learning experience The research by O'Malley & Chamot on Socio-affective Strategies is also featured in the textbook "Methodology 4: Theory of Teaching and Learning."
1 Social strategies: helping the students work with others and understand others; there are three components in the social domain: cooperation, ask and empathy
1a Cooperation: working with one or more peers to obtain feedback, pool information, or model a language activity
1b Question for Clarification: asking a teacher or other native speaker for repetition, paraphrasing, explanation, and/or examples
2 Affective strategies: reducing anxiety, encouraging oneself and monitoring one‟s emotions, including 3 components: relaxation, motivation, and confidence
3 Expressing non understanding: expressing that one did not understand something properly either verbally or nonverbally
Table 5: Communication Strategies (O‟Malley & Chamot, 1990) (Oxford, 1990:17)
2.4.3 Oral Communication Strategy Inventory (OCSI)
Nakatani (2006) developed the Oral Communication Strategy Inventory (OCSI) to address the communication challenges faced by Japanese learners of English as a foreign language, specifically focusing on college English majors' speaking strategies in classroom settings The OCSI has since been utilized by various researchers, including Chen (2009), who examined the oral communication strategies of English major students in Taiwan, and Gửkgửz (2008), who investigated the correlation between learner autonomy, the use of speaking strategies, and academic success in English classes.
ORAL COMMUNICATION STRATEGY INVENTORY (OSCI) (Nakatani, 2006) Strategies for Coping with Speaking Problems
1 Social-affective strategies involve and deal with learners‟ affective factors in social contexts
2 Fluency-oriented strategies are related to fluency of communication
3 Accuracy-oriented strategies are concerned with a desire to speak English accurately
4 Negotiation for meaning while speaking strategies are relevant to the participants‟ attempts to negotiate with their interlocutors
5 Message reduction and alteration strategies involve avoiding a communication breakdown by reducing an original message, simplifying utterances, or using similar expressions that can be confidently used
6 Nonverbal strategies while speaking require using eye contact, gestures, or facial expressions to give hints and to help the listener guess the intended meaning
7 Message abandonment strategies are associated with message abandonment by learners in communication
8 Attempt to think in English strategies involve thinking as much as possible in the foreign language during actual communication The importance of these strategies is that oral communication usually requires a quick response to interlocutors
Table 6: Oral Communication Strategy Inventory (OCSI) (Nakatani, 2006 )
2.4.4 Strategies used in this research
In summary, this research utilized a combination of communication strategies outlined in Tables 4 and 5, alongside two additional oral communication strategy inventories: Fluency-oriented strategies and Accuracy-oriented strategies, as detailed in Table 6.
COMMUNICATION STRATEGIES USED IN THIS RESEARCH
Socio-affective Strategies (O‟Malley & Chamot, 1990) (Oxford, 1990:17)
1 Social strategies: helping the students work with others and understand others; there are three components in the social domain: cooperation, ask and empathy
1a Cooperation: working with one or more peers to obtain feedback, pool information, or model a language activity
1b Question for Clarification: asking a teacher or other native speaker for repetition, paraphrasing, explanation, and/or examples
2 Affective strategies: reducing anxiety, encouraging oneself and monitoring one‟s emotions; there are three components in the affective domain: relaxation, motivation, and confidence
3 Expressing non understanding: expressing that one did not understand something properly either verbally or nonverbally
Avoidance Strategies (Dornyei, 1995) (Dornyei & Scott, 1995, 1997)
4 Message abandonment: leaving a message unfinished because of language difficulties
Review of related studies
As the importance of English language proficiency, particularly in speaking and communicative competence, continues to rise, there has been a notable increase in research focused on Foreign Language Anxiety (FLA) This research not only explores the concept of FLA itself but also investigates effective strategies to mitigate its impact on language learners.
2.5.1 Research on the global scale
Numerous global studies have explored the relationship between Foreign Language Anxiety (FLA) and its impact on the language learning process, particularly among English as a Foreign Language (EFL) learners These investigations focus on how FLA affects communicative competence in speaking classrooms and the strategies students employ to manage this anxiety Notably, the work of Chan and Wu is essential in this context.
(2004) with the Taipei classroom context and Na (2007) in the Chinese model studying the FLA problem
Chan and Wu (2004) conducted a study on Foreign Language Anxiety among EFL elementary students in Taipei, Taiwan, involving 601 fifth-grade participants from 18 different classes.
A study involving nine schools examined Foreign Language Classroom Anxiety (FLCAS) among students, utilizing a questionnaire developed by Horwitz et al (1986) Following this, interviews were conducted with 18 students identified as having high anxiety to gather deeper insights into their experiences The findings revealed that foreign language anxiety (FLA) is present even among elementary language learners Furthermore, the research indicated a negative correlation between language anxiety and English learning performance; students with higher anxiety levels generally performed worse than those with moderate or controlled anxiety.
Zhao (2007) conducted a study on Foreign Language Anxiety (FLA) among 115 high school EFL learners in Shandong province, China, differing from Chan and Wu (2004) by focusing on older students and a single school Both studies utilized the Foreign Language Classroom Anxiety Scale (FLCAS) and found that language learning students experienced FLA, which significantly hindered their English learning and classroom performance Zhao proposed four strategies to alleviate learners' anxiety: (1) creating a relaxed environment to encourage self-expression; (2) minimizing negative evaluations from teachers while promoting motivation; (3) reducing exam-related stress by eliminating student rankings; and (4) educating students about FLA and training them to manage their anxiety effectively.
In Vietnam, numerous researchers have explored the concept of Foreign Language Anxiety (FLA) and its detrimental effects on learners' performance in speaking classes, along with strategies to mitigate this issue However, a significant limitation in existing studies is their narrow focus, either examining FLA or analyzing communication strategies in isolation Notable investigations by Le (2016) and Tran et al (2013) address the FLA issue, while Tran (2018) explores the coping strategies employed by students facing speaking challenges Both Tran et al (2013) and Tran (2018) conducted their research at the University of Foreign Languages, Hue University, which aligns with the scope of this study.
Le (2016) conducted a study on foreign language anxiety (FLA) among high school students at Gio Linh High School in Quang Tri province, involving 156 participants, including 150 students and 6 non-native English teachers The research introduced a novel methodology for data collection, utilizing autobiographies alongside traditional questionnaires and interviews The Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al (1986) was employed to assess students' anxiety levels during language classes The study revealed that while EFL students experience varying degrees of FLA, it can sometimes have positive effects on their performance Furthermore, teachers acknowledged the FLA issue and employed various pedagogical strategies to alleviate students' anxiety and foster a more positive learning environment.
Tran et al (2013) focused on university students and non-native teachers at Hue University to explore the sources and effects of Foreign Language Anxiety (FLA) from learners' perspectives The study comprised two phases: first, a questionnaire utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) was administered to assess the anxiety levels of 419 non-English major students; second, interviews and autobiographies were conducted with 67 students and 8 teachers to delve deeper into the sources and effects of FLA The findings identified four key sources of FLA.
● Learner-related factors: EFL learning ability, attitudes to EFL learning, prior negative EFL learning experiences and other psychological factors
● Teacher-related factors: behaviors and professional skills
● External factors: family factors, school factors and contextual factors
● The complexity of the English language
This study highlights that Foreign Language Anxiety (FLA) has both positive and negative impacts on learners, but the findings indicate that the negative effects, supported by only 36.8% of FLA advocates, are more significant and detrimental to EFL students' learning and speaking performance Teachers are aware of the FLA issue and are actively seeking ways to assist students in managing it within the classroom.
Tran (2018) conducted a study on how university English-major students at Hue University address speaking challenges The research focused on first and second-year students from the English Department at the University of Foreign Languages, involving 13 first-year and 10 second-year students who participated in video recording sessions.
The study involved 10 first-year students and 8 second-year students in interviews, along with 69 students from both years participating in a questionnaire The findings highlight the significance of training both teachers and learners in communicative strategies to enhance the teaching and learning process.
Numerous studies worldwide, including those in Vietnam, highlight the detrimental impact of Foreign Language Anxiety on EFL learners' English speaking skills and communicative competence This research remains crucial due to its unique scope and participant demographics, which lead to distinct findings in the field.
This research uniquely addresses the issue of Foreign Language Anxiety (FLA) among English-major learners by utilizing a Vietnamese-translated version of the Foreign Language Classroom Anxiety Scale, ensuring clarity and sincerity in participant responses By focusing exclusively on FLA rather than broader concepts like affective factors or speaking difficulties, the study establishes a clear research objective, prompting participants to concentrate solely on the FLA issue and potential solutions within the EFL classroom context This targeted approach enhances the study's efficiency and reliability by minimizing the influence of unrelated variables on participants' responses.
The inclusion of potential strategies for coping with Foreign Language Anxiety (FLA) immediately after measuring FLA fosters a connection between learners' thoughts and experiences This encourages students to reflect on their speaking habits and communication strategies in the learning process Additionally, it introduces participants to a variety of strategies and approaches they can utilize to address their FLA and related challenges in English-speaking classrooms This approach distinguishes the study from others that typically focus solely on either the FLA issue or communication strategies.
The study focuses on third- and fourth-year senior university students who have undergone extensive training in English speaking skills This selection aims to explore the challenges faced by higher proficiency English learners as they prepare to graduate and enter the workforce Effective speaking skills and communicative competence are essential for job seekers, particularly those majoring in English, highlighting their importance in the transition from academia to professional life.
Chapter summary
This chapter outlines the theoretical framework of the research, focusing on the concepts of speaking skills, Foreign Language Anxiety (FLA), and communication strategies to address FLA challenges It introduces the Foreign Language Classroom Anxiety Scale (FLCAS) utilized in the methodology and details the communication strategies incorporated in the research questionnaire Additionally, the chapter connects this study to previous global and Vietnamese research, highlighting existing gaps in the literature that inspired the researcher to pursue this investigation.