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EDF 4611 Precis - Yogi Saputra Mahmud
EDF 4611 Precis - Yogi Saputra Mahmud
Topic: Foreign Language Speaking Anxiety Issue among Indonesian Secondary High
School Students: Scrutinizing the Causes and Impacts in EFL Classroom.
This study will become a substantial interest to language educators and students since it
scrutinizes the possible causes and the impacts on the learning process. Moreover, this study is
also significant concerning its implication for the researcher to understand the fundamental
nature of speaking anxiety phenomenon. Ultimately, examining the further implication offered
by studies on speaking anxiety will also enable the researcher to discover practical strategies
which can address the contributing factors in speaking anxiety.
2. Components of foreign language anxiety (Horwitz et al., 1986; see also Asif, 2017; Bhatti
& Memon, 2016).
a. Communication Apprehension (CA): Diffident feeling of the students to communicate
with others in classroom setting.
b. Test anxiety: Evaluative atmosphere leads the students to have unrealistic fear of failure.
Yogi Saputra Mahmud (EDF 4611 – Investigating Education Issues in Global Contexts)
c. Fear of negative evaluation: This category is considered broader than test anxiety since
it may happen not only in testing condition but also in other settings, such as speaking in
foreign language classroom and directly speaking in front of teachers.
Furthermore, a common thread on the previous studies can also be identified, in which
the researchers call upon possible ultimate teaching strategies to alleviate students’ speaking
anxiety under the following condition:
a. Increasing opportunities for the learners to practice speaking through authentic and
meaningful interaction with peers in the classroom (Çağatay, 2015; Gan, 2013; Liu &
Jackson, 2008; Mak, 2011).
b. Developing cooperative than competitive learning atmosphere through group/pair work
to enhance connectivity and familiarity among learners (Yalçın & İnceçay, 2014; Yan &
Horwitz, 2008; Young, 1991).
c. Emphasizing communication-based than grammar-based teaching (Bhatti & Memon,
2016; Gan, 2013; Young, 1991).
d. Promoting comfortable and relaxed classroom learning activities for the students to
receive/conduct language practice with peers (Atas, 2015; Gkonou, 2013; Mak, 2011).
REFERENCES
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Yogi Saputra Mahmud (EDF 4611 – Investigating Education Issues in Global Contexts)