Luận văn dealing with upper secondary school students' anxiety in speaking lessons through a cooperative learning environment

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES wea NGUYÊN THỊ TINH CẢNH DEALING WITH UPPER SECONDARY SCHOOL STUDE

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

wea

NGUYÊN THỊ TINH CẢNH

DEALING WITH UPPER SECONDARY SCHOOL STUDENTS’

ANXIETY IN SPEAKING LESSONS THROUGH A COOPERATIVE LEARNING ENVIRONMENT

NGHIÊN CUU VE VIỆC GIÚP HỌC SINH TRUNG HOC PHO TITONG GIAM LO LANG TRONG CAC GIỜ HỌC NÓI QUA MỘT

MOI TRUONG CO TINH HOP TAC TRONG LGP HOC

MA MINOR THESIS

FIELD: METHODOLOGY

CODE: 601410

HANOI - 2010

VIETNAM NATIONAT, UNIVERSITY, HANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

xo ®œ

NGUYÊN THỊ THANH CỈNH

DEALING WITH UPPER SECONDARY SCHOOL STUDENTS’

ANXTETY IN SPEAKING LESSONS TITROUGII A COOPERATIVE LEARNING ENVIRONMENT

NGHIEN CUU VE VIEC GIUP HOC SINH TRUNG HOC PHO

‘THONG GIAM LO LANG TRONG CAC GIO HOC NOI QUA MỘT

MOI TRUONG CO TINII IGP TAC TRONG L.GP TOC

MA MINOR THESIS

FIELD: METHODOLOGY

CODE: 601410

SUPERVISOR: TU TH] MINH THUY (MA)

PART ONE: INFRODUCTION - - - - 1

TART TWO: DEVELOPMENT 4

1.1 Anxiety in language learning A

1.1.2 The classification of anxiety 4

1.1.5 Related studies ơn language anxiety in speaking skill 8

1.1.6 Anxioly management stralegios 7

1.2 Cooperative loaming

1.2.1 Definitions of cooperative leaming

1.2.2 Components of cooperative learning

10

PART ONE: INTRODUCTION

1 Rationale for the study

Homer & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as forcign language anxiety for decades This phenomenon has been the research focus of many

linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (¢.g., Bailcy, 1983, Horwitz & Cope, 1986, MacIntyre & Gardner, 1994, Young, 1991), especially

in westem countries, has been conducted to find the relationship between anxiety and achievements in the learning of different forcign languages Most studios (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost becn overlooked

In EEL environment, anxiety is one of the persistent factors hindering many leamers to

to feel shy and tense; therefore, itis difficult for them to communicate ‘The point that counts is that if we leave this problem unsolved, there will he a likelihood of pushing them into silence ina speaking lesson, which is completely undesirable, Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved T have beon wondering about whal the governing factors underlying

anxiety are, From my actual teaching, | have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxicty faced by my leamers with the hope to help them out of anxicty and to enhance the classroom atmosphere through a cooperative leaming environment

6 Organization of the study

The study consists of four chapters exclusive of the Introduction and Conclusions

Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning I'L including: definition of anxiety, classification, the relationship betwen anxicly and FT caring, causes of learning mxiely, anxicly in speaking skill, anxiety management strategies as well as the related studies on cooperative leaming with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA

Chapter 2: Research methodology describes the overall picture of how the research was carricd oul including the rescarch questions, subjects of the study, the instruments employed, data collection and analysis procedures

Chaprer 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in rclation

to the research questions

Chapter 4 The empirical course

This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, ete logether with two sample tesson plans for illustration

3.2.3 Research question 3

CHAPTER 4; THE COURSE

4,1 Structuring students m cooperative learning,

PART THREE: CONCLUSIONS

1 Summary of major findings

2 Recommendations

2.1, Recommendations on teachers & students interaction

2.2 Recommendations on students & students interaction

3 Limitations of the Sindy

REFERENCES

APPENDICES

Appendix |: Observation sheet

Appendix 2: Staff consultations

Appendix 3: English version of Forcign Language Classroom Anxicty Scale

Appendix 4: Pre-intervention survey questionnaire

Appendix 5: Sample lessen plans

Appendix 6: Post intervention survey questionname

Appendix 7: Scores and levels of speaking anxiety

Appendix 8: Students’ feedbacks and evaluation on the intervention techniques

6 Organization of the study

The study consists of four chapters exclusive of the Introduction and Conclusions

Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning I'L including: definition of anxiety, classification, the relationship betwen anxicly and FT caring, causes of learning mxiely, anxicly in speaking skill, anxiety management strategies as well as the related studies on cooperative leaming with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA

Chapter 2: Research methodology describes the overall picture of how the research was carricd oul including the rescarch questions, subjects of the study, the instruments employed, data collection and analysis procedures

Chaprer 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in rclation

to the research questions

Chapter 4 The empirical course

This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, ete logether with two sample tesson plans for illustration

1.2.2.4, Interpersonal and small-group skills

1.2.2.5, Group processing

1.2.3 Effectiveness of cooperative learning

1.2.4 Why using a cooperative learning environment to deal with speaking anxiety?

2.1.2 Description of the program

2.1.3 Description of the course

3.1.1 From classroom observations

3.1.2 From staff consultations

3.1.3 From questionnaires for students

1.2.2.4, Interpersonal and small-group skills

1.2.2.5, Group processing

1.2.3 Effectiveness of cooperative learning

1.2.4 Why using a cooperative learning environment to deal with speaking anxiety?

2.1.2 Description of the program

2.1.3 Description of the course

3.1.1 From classroom observations

3.1.2 From staff consultations

3.1.3 From questionnaires for students

1.2.2.4, Interpersonal and small-group skills

1.2.2.5, Group processing

1.2.3 Effectiveness of cooperative learning

1.2.4 Why using a cooperative learning environment to deal with speaking anxiety?

2.1.2 Description of the program

2.1.3 Description of the course

3.1.1 From classroom observations

3.1.2 From staff consultations

3.1.3 From questionnaires for students

LISTS OF TABLES

‘Table 1: Criteria to identify groups of foreign language anxiety levels

Table 2: Student self assessment on their linguistic background

Table 3: The level of student anxiety

Table 4: Levels of anxiety caused by intrinsic factors

Table S: Levels of anxiety caused by extrinsic factors

Table 6: Students’ feedbacks and evaluation on the intervention techniques

LISTS OF FIGURES

Vigure 1: Scores and levels of FLA

Figure 2: Score of students’ facdlucks om the intervention techniques

PART TWO: DEVELOPME

CHAPTER 1: LITERATURE REVIEW

1.1 Anxiety in language learning

1.1.1 Definition of ansicty

Anxiety is generally viewed as a psychological concept and has been defined by a grcat many rescarchers Lesse (1970) portraits anxiety as “a phenomenon cxpericnecd as a foreboding dread or threat to the human mechanism whether the threat is generated by intemal real or imagined danger"(p.13) With more mechanical coloring, Spielberger (1983) sees

anxiety as “am unplessant cmotianal siale or condition which is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system that accompany these feelings” (p.182) In a similar manner, Ilorwitz (1986) defines anxicty as a kind of troubled fecling in the mind, It is a subjective fecling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous syslom

In a word iL s

ns difficult to describe or define anxicly in a simple and exhaustive manner, as it arises trom many kinds of sources often associated with particular contexts or situations that individuals perceive threatening according to their unique frame of reference (Eharman,1996)

1.1.2 The classification of anxiety

As recognized by many scholars, anxiety is such a complex issuc that it still requires more endeavors to figure it out, Horwitz (2001) found that anxiety, like self-esteem, can be experienced at various levels At the global level, tralt anxiety is a more permanent inclination lo be anxious Some people are predictably and generally anxious aboul many things At a situational levcl, state anxiety is expcticnecd in relation to some particular act or event, From these findings, it is implied that in a classroom, it is important for a teacher to try

lo determine whether students’ anxiely stems front a more gtobat or situational to deal with it properly, According to Maclntyre & Gardner (1991), as trait anxiety has somewhat ambiguously defined nature, in terms of language teaching, it seems more useful to look into

the aspect of state anxicly.

10

PART ONE: INTRODUCTION

1 Rationale for the study

Homer & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as forcign language anxiety for decades This phenomenon has been the research focus of many

linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (¢.g., Bailcy, 1983, Horwitz & Cope, 1986, MacIntyre & Gardner, 1994, Young, 1991), especially

in westem countries, has been conducted to find the relationship between anxiety and achievements in the learning of different forcign languages Most studios (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost becn overlooked

In EEL environment, anxiety is one of the persistent factors hindering many leamers to

to feel shy and tense; therefore, itis difficult for them to communicate ‘The point that counts is that if we leave this problem unsolved, there will he a likelihood of pushing them into silence ina speaking lesson, which is completely undesirable, Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved T have beon wondering about whal the governing factors underlying

anxiety are, From my actual teaching, | have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxicty faced by my leamers with the hope to help them out of anxicty and to enhance the classroom atmosphere through a cooperative leaming environment

6 Organization of the study

The study consists of four chapters exclusive of the Introduction and Conclusions

Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning I'L including: definition of anxiety, classification, the relationship betwen anxicly and FT caring, causes of learning mxiely, anxicly in speaking skill, anxiety management strategies as well as the related studies on cooperative leaming with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA

Chapter 2: Research methodology describes the overall picture of how the research was carricd oul including the rescarch questions, subjects of the study, the instruments employed, data collection and analysis procedures

Chaprer 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in rclation

to the research questions

Chapter 4 The empirical course

This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, ete logether with two sample tesson plans for illustration

11

2, Aims of the study

+ To investigate the potential sources of students’ anxiety in English speaking lessons experienced by upper secondary students

| ‘To test how a cooperative leaming environment really works in reducing students” anxiety in speaking lessens

+ To provide some suggestions for teachers to deal with the problem of students’ anxiety in teaching English speaking skill

3 Significance of the study

This study is hoped to provide more insights into the nature of anxiety in learning forcign languages Tl is bound to beiler my own teaching by offering me a more thorough understanding of my students Furthermore, its application may give other teachers some suggestions to get students more involved in speaking lessons by gradually building up their self confidence On the part of students, the research is expected to raise their awareness of the sources of anxicty they cncounter in speaking lessons so as to help them find out the ways to minimize its negative impacts on their academic performance

4 Scope of the study

It would be umpossible for this study to cover all the facets of such a broad issue as students’ anxiety in foreign language leaming due to time constraints as well as the complexily of the walter under consideration, As the thesis title suggests, Testricted this study

to finding the possible causes of student anxiety in speaking lessons, thereby proposing ways

of dealing with this problem through a CLE with vivid explanations and concrete illustrations

of how cach stop is carried out in th

mặc that they arc comprehensible enough fo bo a haruly reference for those who are concerned

5 Method of the study

In this resoarch, a combination of obscrvational and survey mothods wers utilized These two methods were supplemented and strengthened via the use of staff’ consultation approach to make a more realistic and reliable overview of the instructional situation Throughout the stages of the rescarch, the following instruments were cmployed to collect the primary data: Classroom observation, Staff consultation, and Questionnaires,

6 Organization of the study

The study consists of four chapters exclusive of the Introduction and Conclusions

Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning I'L including: definition of anxiety, classification, the relationship betwen anxicly and FT caring, causes of learning mxiely, anxicly in speaking skill, anxiety management strategies as well as the related studies on cooperative leaming with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA

Chapter 2: Research methodology describes the overall picture of how the research was carricd oul including the rescarch questions, subjects of the study, the instruments employed, data collection and analysis procedures

Chaprer 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in rclation

to the research questions

Chapter 4 The empirical course

This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, ete logether with two sample tesson plans for illustration

1.2.2.4, Interpersonal and small-group skills

1.2.2.5, Group processing

1.2.3 Effectiveness of cooperative learning

1.2.4 Why using a cooperative learning environment to deal with speaking anxiety?

2.1.2 Description of the program

2.1.3 Description of the course

3.1.1 From classroom observations

3.1.2 From staff consultations

3.1.3 From questionnaires for students

11

2, Aims of the study

+ To investigate the potential sources of students’ anxiety in English speaking lessons experienced by upper secondary students

| ‘To test how a cooperative leaming environment really works in reducing students” anxiety in speaking lessens

+ To provide some suggestions for teachers to deal with the problem of students’ anxiety in teaching English speaking skill

3 Significance of the study

This study is hoped to provide more insights into the nature of anxiety in learning forcign languages Tl is bound to beiler my own teaching by offering me a more thorough understanding of my students Furthermore, its application may give other teachers some suggestions to get students more involved in speaking lessons by gradually building up their self confidence On the part of students, the research is expected to raise their awareness of the sources of anxicty they cncounter in speaking lessons so as to help them find out the ways to minimize its negative impacts on their academic performance

4 Scope of the study

It would be umpossible for this study to cover all the facets of such a broad issue as students’ anxiety in foreign language leaming due to time constraints as well as the complexily of the walter under consideration, As the thesis title suggests, Testricted this study

to finding the possible causes of student anxiety in speaking lessons, thereby proposing ways

of dealing with this problem through a CLE with vivid explanations and concrete illustrations

of how cach stop is carried out in th

mặc that they arc comprehensible enough fo bo a haruly reference for those who are concerned

5 Method of the study

In this resoarch, a combination of obscrvational and survey mothods wers utilized These two methods were supplemented and strengthened via the use of staff’ consultation approach to make a more realistic and reliable overview of the instructional situation Throughout the stages of the rescarch, the following instruments were cmployed to collect the primary data: Classroom observation, Staff consultation, and Questionnaires,

10

PART ONE: INTRODUCTION

1 Rationale for the study

Homer & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as forcign language anxiety for decades This phenomenon has been the research focus of many

linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (¢.g., Bailcy, 1983, Horwitz & Cope, 1986, MacIntyre & Gardner, 1994, Young, 1991), especially

in westem countries, has been conducted to find the relationship between anxiety and achievements in the learning of different forcign languages Most studios (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost becn overlooked

In EEL environment, anxiety is one of the persistent factors hindering many leamers to

to feel shy and tense; therefore, itis difficult for them to communicate ‘The point that counts is that if we leave this problem unsolved, there will he a likelihood of pushing them into silence ina speaking lesson, which is completely undesirable, Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved T have beon wondering about whal the governing factors underlying

anxiety are, From my actual teaching, | have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxicty faced by my leamers with the hope to help them out of anxicty and to enhance the classroom atmosphere through a cooperative leaming environment

1.2.2.4, Interpersonal and small-group skills

1.2.2.5, Group processing

1.2.3 Effectiveness of cooperative learning

1.2.4 Why using a cooperative learning environment to deal with speaking anxiety?

2.1.2 Description of the program

2.1.3 Description of the course

3.1.1 From classroom observations

3.1.2 From staff consultations

3.1.3 From questionnaires for students

6 Organization of the study

The study consists of four chapters exclusive of the Introduction and Conclusions

Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning I'L including: definition of anxiety, classification, the relationship betwen anxicly and FT caring, causes of learning mxiely, anxicly in speaking skill, anxiety management strategies as well as the related studies on cooperative leaming with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA

Chapter 2: Research methodology describes the overall picture of how the research was carricd oul including the rescarch questions, subjects of the study, the instruments employed, data collection and analysis procedures

Chaprer 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in rclation

to the research questions

Chapter 4 The empirical course

This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, ete logether with two sample tesson plans for illustration

LISTS OF TABLES

‘Table 1: Criteria to identify groups of foreign language anxiety levels

Table 2: Student self assessment on their linguistic background

Table 3: The level of student anxiety

Table 4: Levels of anxiety caused by intrinsic factors

Table S: Levels of anxiety caused by extrinsic factors

Table 6: Students’ feedbacks and evaluation on the intervention techniques

LISTS OF FIGURES

Vigure 1: Scores and levels of FLA

Figure 2: Score of students’ facdlucks om the intervention techniques

10

PART ONE: INTRODUCTION

1 Rationale for the study

Homer & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as forcign language anxiety for decades This phenomenon has been the research focus of many

linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (¢.g., Bailcy, 1983, Horwitz & Cope, 1986, MacIntyre & Gardner, 1994, Young, 1991), especially

in westem countries, has been conducted to find the relationship between anxiety and achievements in the learning of different forcign languages Most studios (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost becn overlooked

In EEL environment, anxiety is one of the persistent factors hindering many leamers to

to feel shy and tense; therefore, itis difficult for them to communicate ‘The point that counts is that if we leave this problem unsolved, there will he a likelihood of pushing them into silence ina speaking lesson, which is completely undesirable, Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved T have beon wondering about whal the governing factors underlying

anxiety are, From my actual teaching, | have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxicty faced by my leamers with the hope to help them out of anxicty and to enhance the classroom atmosphere through a cooperative leaming environment

PART TWO: DEVELOPME

CHAPTER 1: LITERATURE REVIEW

1.1 Anxiety in language learning

1.1.1 Definition of ansicty

Anxiety is generally viewed as a psychological concept and has been defined by a grcat many rescarchers Lesse (1970) portraits anxiety as “a phenomenon cxpericnecd as a foreboding dread or threat to the human mechanism whether the threat is generated by intemal real or imagined danger"(p.13) With more mechanical coloring, Spielberger (1983) sees

anxiety as “am unplessant cmotianal siale or condition which is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system that accompany these feelings” (p.182) In a similar manner, Ilorwitz (1986) defines anxicty as a kind of troubled fecling in the mind, It is a subjective fecling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous syslom

In a word iL s

ns difficult to describe or define anxicly in a simple and exhaustive manner, as it arises trom many kinds of sources often associated with particular contexts or situations that individuals perceive threatening according to their unique frame of reference (Eharman,1996)

1.1.2 The classification of anxiety

As recognized by many scholars, anxiety is such a complex issuc that it still requires more endeavors to figure it out, Horwitz (2001) found that anxiety, like self-esteem, can be experienced at various levels At the global level, tralt anxiety is a more permanent inclination lo be anxious Some people are predictably and generally anxious aboul many things At a situational levcl, state anxiety is expcticnecd in relation to some particular act or event, From these findings, it is implied that in a classroom, it is important for a teacher to try

lo determine whether students’ anxiely stems front a more gtobat or situational to deal with it properly, According to Maclntyre & Gardner (1991), as trait anxiety has somewhat ambiguously defined nature, in terms of language teaching, it seems more useful to look into

the aspect of state anxicly.

11

2, Aims of the study

+ To investigate the potential sources of students’ anxiety in English speaking lessons experienced by upper secondary students

| ‘To test how a cooperative leaming environment really works in reducing students” anxiety in speaking lessens

+ To provide some suggestions for teachers to deal with the problem of students’ anxiety in teaching English speaking skill

3 Significance of the study

This study is hoped to provide more insights into the nature of anxiety in learning forcign languages Tl is bound to beiler my own teaching by offering me a more thorough understanding of my students Furthermore, its application may give other teachers some suggestions to get students more involved in speaking lessons by gradually building up their self confidence On the part of students, the research is expected to raise their awareness of the sources of anxicty they cncounter in speaking lessons so as to help them find out the ways to minimize its negative impacts on their academic performance

4 Scope of the study

It would be umpossible for this study to cover all the facets of such a broad issue as students’ anxiety in foreign language leaming due to time constraints as well as the complexily of the walter under consideration, As the thesis title suggests, Testricted this study

to finding the possible causes of student anxiety in speaking lessons, thereby proposing ways

of dealing with this problem through a CLE with vivid explanations and concrete illustrations

of how cach stop is carried out in th

mặc that they arc comprehensible enough fo bo a haruly reference for those who are concerned

5 Method of the study

In this resoarch, a combination of obscrvational and survey mothods wers utilized These two methods were supplemented and strengthened via the use of staff’ consultation approach to make a more realistic and reliable overview of the instructional situation Throughout the stages of the rescarch, the following instruments were cmployed to collect the primary data: Classroom observation, Staff consultation, and Questionnaires,

PART TWO: DEVELOPME

CHAPTER 1: LITERATURE REVIEW

1.1 Anxiety in language learning

1.1.1 Definition of ansicty

Anxiety is generally viewed as a psychological concept and has been defined by a grcat many rescarchers Lesse (1970) portraits anxiety as “a phenomenon cxpericnecd as a foreboding dread or threat to the human mechanism whether the threat is generated by intemal real or imagined danger"(p.13) With more mechanical coloring, Spielberger (1983) sees

anxiety as “am unplessant cmotianal siale or condition which is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system that accompany these feelings” (p.182) In a similar manner, Ilorwitz (1986) defines anxicty as a kind of troubled fecling in the mind, It is a subjective fecling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous syslom

In a word iL s

ns difficult to describe or define anxicly in a simple and exhaustive manner, as it arises trom many kinds of sources often associated with particular contexts or situations that individuals perceive threatening according to their unique frame of reference (Eharman,1996)

1.1.2 The classification of anxiety

As recognized by many scholars, anxiety is such a complex issuc that it still requires more endeavors to figure it out, Horwitz (2001) found that anxiety, like self-esteem, can be experienced at various levels At the global level, tralt anxiety is a more permanent inclination lo be anxious Some people are predictably and generally anxious aboul many things At a situational levcl, state anxiety is expcticnecd in relation to some particular act or event, From these findings, it is implied that in a classroom, it is important for a teacher to try

lo determine whether students’ anxiely stems front a more gtobat or situational to deal with it properly, According to Maclntyre & Gardner (1991), as trait anxiety has somewhat ambiguously defined nature, in terms of language teaching, it seems more useful to look into

the aspect of state anxicly.

6 Organization of the study

The study consists of four chapters exclusive of the Introduction and Conclusions

Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning I'L including: definition of anxiety, classification, the relationship betwen anxicly and FT caring, causes of learning mxiely, anxicly in speaking skill, anxiety management strategies as well as the related studies on cooperative leaming with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA

Chapter 2: Research methodology describes the overall picture of how the research was carricd oul including the rescarch questions, subjects of the study, the instruments employed, data collection and analysis procedures

Chaprer 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in rclation

to the research questions

Chapter 4 The empirical course

This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, ete logether with two sample tesson plans for illustration

PART TWO: DEVELOPME

CHAPTER 1: LITERATURE REVIEW

1.1 Anxiety in language learning

1.1.1 Definition of ansicty

Anxiety is generally viewed as a psychological concept and has been defined by a grcat many rescarchers Lesse (1970) portraits anxiety as “a phenomenon cxpericnecd as a foreboding dread or threat to the human mechanism whether the threat is generated by intemal real or imagined danger"(p.13) With more mechanical coloring, Spielberger (1983) sees

anxiety as “am unplessant cmotianal siale or condition which is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system that accompany these feelings” (p.182) In a similar manner, Ilorwitz (1986) defines anxicty as a kind of troubled fecling in the mind, It is a subjective fecling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous syslom

In a word iL s

ns difficult to describe or define anxicly in a simple and exhaustive manner, as it arises trom many kinds of sources often associated with particular contexts or situations that individuals perceive threatening according to their unique frame of reference (Eharman,1996)

1.1.2 The classification of anxiety

As recognized by many scholars, anxiety is such a complex issuc that it still requires more endeavors to figure it out, Horwitz (2001) found that anxiety, like self-esteem, can be experienced at various levels At the global level, tralt anxiety is a more permanent inclination lo be anxious Some people are predictably and generally anxious aboul many things At a situational levcl, state anxiety is expcticnecd in relation to some particular act or event, From these findings, it is implied that in a classroom, it is important for a teacher to try

lo determine whether students’ anxiely stems front a more gtobat or situational to deal with it properly, According to Maclntyre & Gardner (1991), as trait anxiety has somewhat ambiguously defined nature, in terms of language teaching, it seems more useful to look into

the aspect of state anxicly.

1.2.2.4, Interpersonal and small-group skills

1.2.2.5, Group processing

1.2.3 Effectiveness of cooperative learning

1.2.4 Why using a cooperative learning environment to deal with speaking anxiety?

2.1.2 Description of the program

2.1.3 Description of the course

3.1.1 From classroom observations

3.1.2 From staff consultations

3.1.3 From questionnaires for students

10

PART ONE: INTRODUCTION

1 Rationale for the study

Homer & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as forcign language anxiety for decades This phenomenon has been the research focus of many

linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (¢.g., Bailcy, 1983, Horwitz & Cope, 1986, MacIntyre & Gardner, 1994, Young, 1991), especially

in westem countries, has been conducted to find the relationship between anxiety and achievements in the learning of different forcign languages Most studios (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost becn overlooked

In EEL environment, anxiety is one of the persistent factors hindering many leamers to

to feel shy and tense; therefore, itis difficult for them to communicate ‘The point that counts is that if we leave this problem unsolved, there will he a likelihood of pushing them into silence ina speaking lesson, which is completely undesirable, Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved T have beon wondering about whal the governing factors underlying

anxiety are, From my actual teaching, | have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxicty faced by my leamers with the hope to help them out of anxicty and to enhance the classroom atmosphere through a cooperative leaming environment

LISTS OF TABLES

‘Table 1: Criteria to identify groups of foreign language anxiety levels

Table 2: Student self assessment on their linguistic background

Table 3: The level of student anxiety

Table 4: Levels of anxiety caused by intrinsic factors

Table S: Levels of anxiety caused by extrinsic factors

Table 6: Students’ feedbacks and evaluation on the intervention techniques

LISTS OF FIGURES

Vigure 1: Scores and levels of FLA

Figure 2: Score of students’ facdlucks om the intervention techniques

PART TWO: DEVELOPME

CHAPTER 1: LITERATURE REVIEW

1.1 Anxiety in language learning

1.1.1 Definition of ansicty

Anxiety is generally viewed as a psychological concept and has been defined by a grcat many rescarchers Lesse (1970) portraits anxiety as “a phenomenon cxpericnecd as a foreboding dread or threat to the human mechanism whether the threat is generated by intemal real or imagined danger"(p.13) With more mechanical coloring, Spielberger (1983) sees

anxiety as “am unplessant cmotianal siale or condition which is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system that accompany these feelings” (p.182) In a similar manner, Ilorwitz (1986) defines anxicty as a kind of troubled fecling in the mind, It is a subjective fecling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous syslom

In a word iL s

ns difficult to describe or define anxicly in a simple and exhaustive manner, as it arises trom many kinds of sources often associated with particular contexts or situations that individuals perceive threatening according to their unique frame of reference (Eharman,1996)

1.1.2 The classification of anxiety

As recognized by many scholars, anxiety is such a complex issuc that it still requires more endeavors to figure it out, Horwitz (2001) found that anxiety, like self-esteem, can be experienced at various levels At the global level, tralt anxiety is a more permanent inclination lo be anxious Some people are predictably and generally anxious aboul many things At a situational levcl, state anxiety is expcticnecd in relation to some particular act or event, From these findings, it is implied that in a classroom, it is important for a teacher to try

lo determine whether students’ anxiely stems front a more gtobat or situational to deal with it properly, According to Maclntyre & Gardner (1991), as trait anxiety has somewhat ambiguously defined nature, in terms of language teaching, it seems more useful to look into

the aspect of state anxicly.

10

PART ONE: INTRODUCTION

1 Rationale for the study

Homer & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as forcign language anxiety for decades This phenomenon has been the research focus of many

linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (¢.g., Bailcy, 1983, Horwitz & Cope, 1986, MacIntyre & Gardner, 1994, Young, 1991), especially

in westem countries, has been conducted to find the relationship between anxiety and achievements in the learning of different forcign languages Most studios (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost becn overlooked

In EEL environment, anxiety is one of the persistent factors hindering many leamers to

to feel shy and tense; therefore, itis difficult for them to communicate ‘The point that counts is that if we leave this problem unsolved, there will he a likelihood of pushing them into silence ina speaking lesson, which is completely undesirable, Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved T have beon wondering about whal the governing factors underlying

anxiety are, From my actual teaching, | have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxicty faced by my leamers with the hope to help them out of anxicty and to enhance the classroom atmosphere through a cooperative leaming environment

11

2, Aims of the study

+ To investigate the potential sources of students’ anxiety in English speaking lessons experienced by upper secondary students

| ‘To test how a cooperative leaming environment really works in reducing students” anxiety in speaking lessens

+ To provide some suggestions for teachers to deal with the problem of students’ anxiety in teaching English speaking skill

3 Significance of the study

This study is hoped to provide more insights into the nature of anxiety in learning forcign languages Tl is bound to beiler my own teaching by offering me a more thorough understanding of my students Furthermore, its application may give other teachers some suggestions to get students more involved in speaking lessons by gradually building up their self confidence On the part of students, the research is expected to raise their awareness of the sources of anxicty they cncounter in speaking lessons so as to help them find out the ways to minimize its negative impacts on their academic performance

4 Scope of the study

It would be umpossible for this study to cover all the facets of such a broad issue as students’ anxiety in foreign language leaming due to time constraints as well as the complexily of the walter under consideration, As the thesis title suggests, Testricted this study

to finding the possible causes of student anxiety in speaking lessons, thereby proposing ways

of dealing with this problem through a CLE with vivid explanations and concrete illustrations

of how cach stop is carried out in th

mặc that they arc comprehensible enough fo bo a haruly reference for those who are concerned

5 Method of the study

In this resoarch, a combination of obscrvational and survey mothods wers utilized These two methods were supplemented and strengthened via the use of staff’ consultation approach to make a more realistic and reliable overview of the instructional situation Throughout the stages of the rescarch, the following instruments were cmployed to collect the primary data: Classroom observation, Staff consultation, and Questionnaires,

1.2.2.4, Interpersonal and small-group skills

1.2.2.5, Group processing

1.2.3 Effectiveness of cooperative learning

1.2.4 Why using a cooperative learning environment to deal with speaking anxiety?

2.1.2 Description of the program

2.1.3 Description of the course

3.1.1 From classroom observations

3.1.2 From staff consultations

3.1.3 From questionnaires for students

10

PART ONE: INTRODUCTION

1 Rationale for the study

Homer & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as forcign language anxiety for decades This phenomenon has been the research focus of many

linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (¢.g., Bailcy, 1983, Horwitz & Cope, 1986, MacIntyre & Gardner, 1994, Young, 1991), especially

in westem countries, has been conducted to find the relationship between anxiety and achievements in the learning of different forcign languages Most studios (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost becn overlooked

In EEL environment, anxiety is one of the persistent factors hindering many leamers to

to feel shy and tense; therefore, itis difficult for them to communicate ‘The point that counts is that if we leave this problem unsolved, there will he a likelihood of pushing them into silence ina speaking lesson, which is completely undesirable, Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved T have beon wondering about whal the governing factors underlying

anxiety are, From my actual teaching, | have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxicty faced by my leamers with the hope to help them out of anxicty and to enhance the classroom atmosphere through a cooperative leaming environment

6 Organization of the study

The study consists of four chapters exclusive of the Introduction and Conclusions

Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning I'L including: definition of anxiety, classification, the relationship betwen anxicly and FT caring, causes of learning mxiely, anxicly in speaking skill, anxiety management strategies as well as the related studies on cooperative leaming with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA

Chapter 2: Research methodology describes the overall picture of how the research was carricd oul including the rescarch questions, subjects of the study, the instruments employed, data collection and analysis procedures

Chaprer 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in rclation

to the research questions

Chapter 4 The empirical course

This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, ete logether with two sample tesson plans for illustration