Detail Differences in the Learning Anxieties Affecting College Freshman Students of EFL   Oleh:  Lee, Mei-Ling Jenis: Article from Proceeding Dalam koleksi: 3rd CELC Symposium Proceedings: Selected Papers from the Third CELC Symposium for English Language Teachers 2011, page 169-182. Fulltext: 169-182.pdf (1.86MB) Isi artikel The purpose of this study was to investigate the relationship between English learning anxieties (communication anxiety, test anxiety, and fear of negative evaluation), among EFL non-English major students. The participants of this study consisted of 254 freshmen at a continuing school in Taiwan, including 109 female students and 145 male students. A questionnaire ELAS (English Learning Anxiety Survey), for the purpose of understanding participants’ inner thoughts in terms of English language learning anxieties among three categories, was partially edited from FLCAS (foreign language classroom anxiety scale) and partially designed by the researcher. The data was then analyzed by using descriptive statistics, ANOVA, Scheffe Post Hoc Test. The results showed that there were statistically significant differences on the English Learning Anxiety Scale (ELAS) with respect to the three categories of communication anxiety, test anxiety, and fear of negative evaluation among EFL college freshmen. Also of the three categories of English learning anxiety, the highest mean score across the items was test anxiety, followed by communication anxiety and fear, and finally of negative evaluation. Additionally, students whose majors were Commercial Design had the highest anxiety scales, followed by those who majored in Industrial Engineering & Management and Cosmetology and Styling. The lowest anxiety level was among students majoring in Mechanical Engineering, followed by those who majored in Applied Foreign Languages and Electrical Engineering. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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