Investigating the Anxiety Factors among English for Specific Purposes Students in a Vocational Education setting

Document Type : Research article

Authors
1 Assistant Professor, Politeknik Sawunggalih Aji, Purworejo, Indonesia
2 Assistant Professor, Department of Business, Faculty of Vocational Studies, Universitas Airlangga, Surabaya, Indonesia;
3 Language Instructor, Defense Critical Language & Culture Program, University of Montana, Missoula, USA
Abstract
This paper investigates the most influential factor of anxiety in the English for Specific Purposes (ESP) context through classroom observation and questionnaires in a private vocational higher education in Indonesia. It also explores the differences in the anxiety level based on the year of study. One hundred seventy-one students participated in the study. The Foreign Language Anxiety Classroom Scale (FLACS) questionnaire was adapted to find out the students’ anxiety levels. The questionnaire was administered using Google form, then collected and statistically analyzed using SPSS. It was revealed that the most influential factor of students’ anxiety was the domain of Communication Apprehension. Furthermore, the ANOVA test showed that all students in each year suffered from anxiety. The most notable cause of the Communication Apprehension domain was performing without preparation. Self-negative evaluation was the primary cause of the Fear of Negative Evaluation domain. Meanwhile, for the domain of Test Anxiety, failure in language tests was the principal reason. This study implies that teachers should frame pleasant communication in the classroom as well as create fun and collaborative activities to reduce students’ anxiety.

Keywords

Subjects


Abdala, A. H. E. H., & Elnadeef, E. A. E. (2019). English language anxiety and stress among Saudi students in the first year at College of Sciences and Arts in Dharan Aljanoob. International Journal of Linguistics, Literature and Translation (IJLLT), 2(1), 270–275. https://doi.org/10.32996/ijllt.2019.2.1.33
Ahmed, N. F. (2016). An exploration of speaking anxiety with Kurdish university EFL Learners. Journal of Education and Practice, 7(27), 99–106. www.iiste.org
Akkakoson, S. (2016). Speaking anxiety in English. Malaysian Journal of Learning and Instruction, 13(1), 63–82.
Amengual-Pizarro, M. (2018). Foreign language classroom anxiety among English for Specific Purposes (ESP) students. International Journal of English Studies, 18(2), 145–159. https://doi.org/10.6018/ijes/2018/2/323311
Ardasheva, Y., Carbonneau, K. J., Roo, A. K., & Wang, Z. (2018). Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learning and Individual Differences, 61(September 2017), 21–30. https://doi.org/10.1016/j.lindif.2017.11.008
Baghban, V., & Zohoorian, Z. (2011). A review on the effectiveness of using authentic materials in ESP courses. English for Specific Purposes World, 10(31), 1–14.
Basturkmen, H. (2010). Developing courses in English for specific purposes. Hamphsire: Palgrave Macmillan.
Bhatti, N., Memon, S., & Pathan, H. (2016). Investigating the perceptions of Pakistani English language learners on language learning anxiety in EFL classroom. Advances in Language and Literary Studies, 7(5). https://doi.org/10.7575/aiac.alls.v.7n.5p.23
Brantmeier, C. (2005). Nonlinguistic variables in advanced second language reading: Learners’ self-assessment and enjoyment. Foreign Language Annals, 38(4), 494–504. https://doi.org/10.1111/j.1944-9720.2005.tb02516.x
Chengchen Li, Jian Huang, B. L. (2020). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 1-11. https://doi.org/10.1016/j.system.2020.102393
Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161
Djumingin, Sulastriningsih, Weda, S., & Juanda. (2019). Anxiety in classroom presentation in teaching - Learning interaction in english for students of indonesian study program at higher education. International Journal of Education and Practice, 7(1), 1–9. https://doi.org/10.18488/journal.61.2019.71.1.9
Gerencheal, B., & Mishra, D. (2019). Foreign language anxiety among Ethiopian university EFL students. International Journal of Innovative Technology and Exploring Engineering, 8(7C), 43–48.
Guo, Y., Xu, J., & Liu, X. (2018). English language learners’ use of self-regulatory strategies for foreign language anxiety in China. System, 76, 49–61. https://doi.org/10.1016/j.system.2018.05.001
Fathi, J., & Mohammaddokht, F. (2021). Foreign language enjoyment and anxiety as the correlates of the ideal L2 self in the EFL context. Frontiers in Psychology, 5509.
Fathi, J., & Shirazizadeh, M. (2020). The Effects of a second language reading strategy instruction on Iranian EFL learners’ reading comprehension and reading anxiety. Language Related Research, 11(4), 267-295
Hashemi, M. (2011). Language stress and anxiety among the English language learners. Procedia - Social and Behavioral Sciences, 30, 1811–1816. https://doi.org/10.1016/j.sbspro.2011.10.349
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Horwitz, E.K. ; Horwitz, M.B. & Cope, J.A. ( 1991). Foreign language classroom anxiety. In Horwitz, E. K. & Young, D. J (Eds.), Language anxiety: From theory and research to classroom implications (pp. 27-36). Prentice Hall
Horwitz, E. (2017). 3. On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney & J.
Dewaele (Ed.), New insights into language anxiety: theory, research and educational implications (pp. 31-48). Multilingual Matters. https://doi.org/10.21832/9781783097722-004
Ismail, N. M. (2015). EFL Saudi students’ class emotions and their contributions to their English achievement at Taif university. International Journal of Psychological Studies, 7(4), 19. https://doi.org/10.5539/ijps.v7n4p19
Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82(59), 13–25. https://doi.org/10.1016/j.system.2019.02.017
Jiang, Y., & Dewaele, J. M. (2020). The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students. System, 89(59). https://doi.org/10.1016/j.system.2020.102207
Jin, Y. X., & Dewaele, J. M. (2018). The effect of positive orientation and perceived social support on foreign language classroom anxiety. System, 74, 149–157. https://doi.org/10.1016/j.system.2018.01.002
Khattak, Z. I., Jamshed, T., Ahmad, A., & Baig, M. N. (2011). An investigation into the causes of English language learning anxiety in students at AWKUM. Procedia - Social and Behavioral Sciences, 15, 1600–1604. https://doi.org/10.1016/j.sbspro.2011.03.337
Kirova, S., Petkovska, B., & Koceva, D. (2012). Investigation of motivation and anxiety in Macedonia while learning English as a second/foreign language. Procedia - Social and Behavioral Sciences, 46, 3477–3481. https://doi.org/10.1016/j.sbspro.2012.06.088
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202–214. https://doi.org/10.1016/j.system.2011.04.002
Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21–36. https://doi.org/10.1016/j.system.2003.08.002
Mauludin, L.A. (2020). Joint construction in genre-based writing for students with higher and lower motivation, Southern African Linguistics and Applied Language Studies, 38(1), 46-59, DOI: 10.2989/16073614.2020.1750965
Mauludin, L. A. (2021). Students’ perceptions of the most and the least motivating teaching strategies in ESP classes. Iranian Journal of Language Teaching Research, 9(1), 139–157. https://doi.org/10.30466/IJLTR.2021.120980
Mauludin, L. A., Triubaida Maya Ardianti, Prasetyo, G., Sefrina, L. R., & Astuti, A. P. (2021). Enhancing students ’ genre writing skills in an English for specific purposes class : A dynamic assessment approach. MEXTESOL Journal, 45(3), 1–12.
Mohammadzadeh, A., & Alavinia, P. (2021). Motivational fluctuations during task-supported language teaching: The case of young Iranian EFL learners. Iranian Journal of Language Teaching Research, 9(2), 85–107. https://doi.org/10.30466/ijltr.2021.121047
Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., & Maimunah, M. (2015). EFL speaking anxiety among senior high school students and policy recommendations. Journal of Education and Learning (EduLearn), 9(3), 217. https://doi.org/10.11591/edulearn.v9i3.1828
Ok, S., & Ustacı, H. Y. (2013). Preferences of ELT students on the strategies instructors use in the correction of oral grammar errors. International Journal of Business and Social Science, 4(8), 244–254.
Özütürk, G., & Hürsen, Ç. (2013). Determination of English language learning anxiety in EFL classrooms. Procedia - Social and Behavioral Sciences, 84, 1899–1907. https://doi.org/10.1016/j.sbspro.2013.07.055
Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41(2), 462–471. https://doi.org/10.1016/j.system.2013.04.001
Piniel, K. (2006). Foreign language classroom anxiety: A classroom perspective. In M. Nikolov & J. Horváth (Eds.), UPRT 2006: Empirical studies in English applied linguistics (pp. 39-58). Pécs: Lingua Franca Csoport.
Sadighi, F., & Dastpak, M. (2017). The sources of foreign language speaking anxiety of Iranian English language learners. International Journal of Education and Literacy Studies, 5(4), 111. https://doi.org/10.7575/aiac.ijels.v.5n.4p.111
Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743. https://doi.org/10.1111/lang.12297
Samoilova, V., Thanh, V. D., & Wilang, J. D. (2017). Anxiety among engineering students in a graduate EFL classroom. The International Conference on Innovation in Education, 3.
Seifoori, Zohreh. (2014). Metacognitive awareness of reading strategies & reading comprehension among Iranian English major students. Journal of Academic and Applied Studies. 4. 28-44.
Shao, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students’ emotional intelligence and foreign language anxiety. Modern Language Journal, 97(4), 917–929. https://doi.org/10.1111/j.1540-4781.2013.12042.x
Tian, C. (2019). Anxiety in classroom english presentations: A case study in Korean tertiary educational context. Higher Education Studies, 9(1), 132. https://doi.org/10.5539/hes.v9n1p132
Yahya, M. (2013). Measuring speaking anxiety among speech communication course students at the Arab Amarican University of Jenin (AAUJ). European Social Sciences Research Journal, 1(3), 229–248.
Yassin, A. A., & Razak, N. A. (2018). Investigating Foreign language learning anxiety among Yemeni university EFL learners: A theoretical framework development. English Language Teaching, 11(10), 38. https://doi.org/10.5539/elt.v11n10p38