Translanguaging and L2 anxiety among Maranao ESL learners

Proposed Topic Translanguaging and L2 anxiety among

Maranao ESL learners

Research Purpose The study aims to conduct a quantitative study in

measuring how translanguaging contributes to L2
anxiety of Maranao ESL learners.

Research Problem 1. To what extent does translanguaging

contribute to language anxiety of the
L2 Students?
2. Is there any significant relationship
between translanguaging practices and
English language classroom anxiety of
emergent bilinguals?
Research Questions 1. To what extent does translanguaging
contributes to language anxiety of the L2
Students
2. Is there any significant relationship
between translanguaging practices and
English language classroom anxiety of
emergent bilinguals?

Scope of the study Maranao ESL students/learners

Method Quantitative
Members: Alberto, Princess Dominique, Balucating, Gillian, Batalon, Mark Joshua, Bolivar,
Rey Vincent, Delos Reyes, Nhivrazzir Group Number: 4 Section: III - 1 BEE
Date Submitted: ____________________________

RESEARCH MATRIX

Title: Translanguaging and L2 anxiety among Maranao ESL learners

RESEARCH INSTRUMENTS METHOD OF ANALYSIS
QUESTIONS

1.To what extent does A. Modified Foreign 4-point Likert scale

translanguaging Language Classroom In order to determine the extent of
contributes to Anxiety Scale (FLCAS) the impact of translanguaging in
language anxiety of contributing L2 anxiety to the
the L2 Students participants, the researchers will be
Modification A: Instead using a 4-point likert scale, the
of 33 questions, the values of the scale includes;
researchers narrowed it
down to 17 questions. ● Strongly Agree
● Agree
Modification B: Instead ● Disagree
of a 5-point likert scale, ● Strongly Disagree
the researchers will use a
4-point likert scale in Reverse scoring
order for us to acquire - We will be using reverse
feedback without getting a scoring to determine the
neutral opinion. participants' answers in the
questionnaire.
Implementation:

A. The researchers will be

using a survey
questionnaire that is
adapted from the FLCAS
ranging between (strongly
agree, agree,
disagree, or strongly
disagree) in accordance
with the Data Privacy Act
 of 2012

Demographic Data Techniques for collecting Demographic analysis is aimed at

demographic data that are finding out the course of individual
used, such as regional, demographic information in a given
national, and international
sample size.
surveys based on random
samples using
standardized direct, Information Needed:
telephone, or mail ● Name
interviews with randomly ● Age
selected respondents. ● Ethnicity
● Educational Attainment
● School/ University
2.Is there any ● Translanguaging
significant relationship Practices Scale
between ( Özkaynak, 2020)
translanguaging
practices and English The survey
questionnaire
language classroom
focuses on
anxiety of emergent translanguaging
bilinguals? practices
employed by
emergent
bilinguals. The
items in the survey
were created
based on the
translanguaging
practices
suggested by
García et al.
(2017).

Appendix A: MODIFIED FLCAS SURVEY BY NADA (2016)

Age:
Gender:
Year/Grade level:
Part 1 Modified Foreign Language Classroom Anxiety Scale
Instructions:
Please choose the most appropriate answer for the following statements.
Statement Strongly Agree Disagree Strongly
agree disagree

1. I feel more tense and

nervous learning in the
English language class
compared to the other
classes such as the
communication skills
class

2. I feel afraid when I

don’t understand what
the teacher is saying
during English Class

3. I’m afraid of being

corrected by my teacher
when I don’t understand
the lessons.

4. I am afraid that the

other students will
laugh at me when I
speak English inside the
classroom

5. I would feel more

comfortable speaking
with/around native
speakers of English

6. I feel very self-

conscious about
speaking English in front
of my peers

7. The verbal behavior of

the teacher affects my
desire to communicate in
English
8. I prefer participating
within groups and pairs
to individual participation
in the English class

9. I prefer learning
English together with my
classmates.

10.I believe that my

English level is excellent
and I can speak fluently

11. I do not feel

embarrassed about
making language
mistakes in the English
skills class

12. I do not feel

embarrassed about
making mistakes in my
native language in other
classes.

13. I enjoy
communicating in
English with my friends
and family

14. I feel confident when

speaking in English and
that does not embarrass
me at all in front of my
classmates

15. I feel more confident

when communicating in
English in the other
classes.

16. I have a great motive

for learning in the
English classroom.

Appendix B: Translanguaging Practices Scale ( Özkaynak, 2020)

Please read the statements below and click on only one option for each statement. The
expression ''all the languages I know and I am currently learning'' refers to your native
language, or any other language you know and English.

STATEMENT ALWAYS MOST OF ABOUT SOMETIMES NEVER

THE TIME HALF THE
TIME

1. When I summarize the

topic of the lesson to my
classmates, I use all the
languages I know and I
am currently learning.

2. When I watch videos

that explain some
grammar topics of the
English language, I
prefer all the languages I
know and I am currently
learning.

3. When I take notes in

English classes, I use all
the languages I know
and I am currently
learning.

4. To brainstorm and
make an outline my
writing task in English
classes, I use all the
languages I know and I
am currently learning

5. I keep a vocabulary
journal in which I write
the equivalents of
English words and
phrases in all the
languages I know and I
am currently learning.
 6. For English classes,
when I research a
speaking or writing topic
on the Internet, I use all
the languages I know
and I am currently
learning.

7. I compare and
contrast the grammar of
all the languages I know
and I am currently
learning to identify
similarities and
differences between
them.

8. To brainstorm and
make an outline my
speaking task in English
classes, I use all the
languages I know and I
am currently learning.

9. I use all the languages

I know and I am currently
learning while working
on a task with my
classmates.

10. To find out about a

topic, I read texts in all
the languages I know
and I am currently
learning.

11. To find out about a

topic, I listen to audio
recordings in all the
languages I know and I
am currently learning.

References:
Horwitz, E.K., Horwitz, M.B., Cope, J., 1986. Foreign language classroom anxiety. Modern
Language Journal, 70 (2), 125–132.

Özkaynak, O., (2020). A Structural Equation Model on Translanguaging Practices, Foreign

Language Classroom Anxiety, Reconceptualized L2 Motivational Self System, and Foreign
Language Achievement of Emergent Bilinguals. 150- 153.