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“Anxiety as a major factor in FEFL learners' fear of speaking skill”

Dear student
My research title is "Anxiety as a major factor in FEFL learners' apprehension and speaking skills."  Here are some questions below; I hope you will answer all questions honestly because I will gladly use your answers to collect the data, so thanks a lot for your serious support.

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Please select your Stage
First stage
Second stage
Third stage
Fourth stage
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1. Shyness and fear make the students do a mistakes while speaking which can’t help  the students to learn ?

2. The students of English department know the words but they can’t arrange words well, to express them while speaking due to the lack of preparation of students in the class and lack of practice in learning all of the skills.

3. Most the students of English department do not like their departments, so it causes them to ignore their fields and not try to learn as much as it’s.

4. Teachers are not facilitators or collaborators when students do a mistakes.

5. The students feel embarrassed when they do not understand or get the massage that the teacher explained in English language.

6. The Friends of those students and their families can’t speak English and talk to them so this is also due to the lack of speaking and anxiety

7. There is not any group discussions between them to talk to each other for improving their speech.

8. The Students prefer listening more than to speaking

9. Anxiety effects student mastering their speaking skill.

10. Lack of pronunciation by students .

11. The teacher removes some activities that has a great influence on students' speaking skill, for example playing the CD.

12. Being afraid while doing a mistakes.

13. There is no such a techniques for making students feel comfortable without any depressions.

14. the teachers have not enough knowledge about course book , also they have not any a good method for helping students.

15. students don’t have enough time to develop their speaking skill in class.

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Spoken language development is often considered one of the most challenging aspects of language Education ( Brown & Yule,1983 as cited in Tuan, N. H & Mai, T. N, 2015) the main goal of English learning are to increase student's speaking skill ability and their enjoyment. Perhaps the most important of the four language skills is communicating after that listening, speaking, Reading ( Carter et al, 2001 cited in Aljumah. F, 2011)

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An Exploration of Chinese EFL
Learners' Unwillingness
to Communicate and Foreign
Language Anxiety

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Q1: what are the reasons behind English department student's ' English speaking anxiety'?
Q2: how can we overcome this problem?

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Reference: Khan, S.M, 2015. Influence of Speech Anxiety on Oral Communication Skills
among ESL/EFL Learners. Australian International Academic Centre, Australia. 6(6). 10.7575/aiac.alls.v.6n.6p.49

Khan( 2015) handle a research to find out to measure the anxiety level among ESL/EFL learners  at HITEC University, the researcher found out that In the classroom, a communicative approach will help to minimize the negative influence of anxiety among learners of languages. These are not the only variables responsible for the anxiety of students, the communicative of teachers, the instruction of teachers, their values and attitudes coupled with methodology, proved to be responsible for the anxiety of language learners.

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Q1 : what is the level of speech anxiety among EFL/ESL learners at Soran university?
Q2 : what are the main couses of speech anxiety among these learners?
Q3 : how far the speech anxiety affecs student's learning oral communication skills?

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Tercan, G., & Dikilitas, K. (2015). EFL students‟ speaking anxiety: A case from tertiary level students.
International Association of Research in Foreign Language Education and Applied Linguistic ELT
Research Journal, 4(1), 16-27.

All descriptions about anxiety that mentioned in this research indicates  that it is an emotion that is directly connected to the psychological system of people who experience emotion(Tercan, G., & Dikilitas, K. 2015).

Anxiety is one of the main problems in the development of instructed speaking by EFL learners( Tercan, G., & Dikilitas, K. 2015).

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Wu & Lin. (2014). Anxiety about speaking a foreign language as a mediator of the relation between motivation
and willingness to communicate. Perceptual and Motor Skills, 119(3), 785-798.
https://doi.org/10.2466/22.PMS.119c32z7

MacIntyre, Clément, Dörnyei, & Noels, 1998 , p. 547, as cited in Wu, & Lin. (2014).
the purposes of this paper, desire to speak is defined as“a readiness to enter into discourse at a particular time with a specific person or persons, using a second language”

MacIntyre, Clément, Dörnyei, & Noels, 1998 , p. 547, as cited in Wu, & Lin. (2014).
Many research indicates that there is a positive relationship between motivation and readiness to participate, such that language learners with a strong willingness to interact can have more encouragement.

Yashima's, 2002, as cited in Wu, & Lin. (2014).
According to him decreasing of anxiety contributed to a increasing willingness to participate.

A regression analysis found that motivation was negatively linked to the fear of speaking a foreign language of university students and positively related to the ability to speak. Moreover, Anxiety regarding speaking a foreign language was negatively connected to the desire of university students to communicate, and the relationship between motivation and willingness to participate was also partly mediated. The results indicate that for Taiwanese students to display a stronger willingness to participate, high motivation and low anxiety about speaking a foreign language are required( Wu & Lin. 2014).

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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

Mak ( 2011) he show the result of the research , this study found five factors that may contribute to the speaking-in-class anxiety of the group, contain:
Speech anxiety and fear of negative evaluation; apprehension when speaking with native speakers; negative position towards the English classroom; negative self-evaluation; and fear of class consequences and personal failure.

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Tsiplakides, I. & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44. https://eric.ed.gov/?id=EJ1065743

Aida 1994, MacIntyre and Gardner 1991, cited in Tsiplakides, I. & Keramida, A. (2009)
found out that the nervous foreign language students
are less likely to engage in learning exercises and are less successful than students who are not nervous.

Apart from the general fear of the foreign language classroom, many learners are extremely nervous about participation.
In practices of speaking(Tsiplakides, I. & Keramida, A. 2009).

Cheng, Horwitz, and Schallert, 1999: 420, as cited in Tsiplakides, I. & Keramida, A. (2009).
they belives that It is also proposed that speaking is the most important thing “anxiety-provoking aspect in a second
language learning situation”.

Kitano, 2001, as cited in Tsiplakides, I. & Keramida, A. (2009).
A analysis of foreign-language sources anxiety in speaking indicated a connection between:a)Anxiety and fear of negative assessment, and b)Anxiety and consciousness
In comparison to peers and native speakers, poor ability.

Kitano, 2001, as cited in Tsiplakides, I., & Keramida, A. (2009).
He recommends that teachers should find ways to
Help students with fear of negative assessment by offering positive reinforcement, such as positive responses to these students. Teachers should make changes in the class room and activities in relation to the recognition of poor skill by learners and build a "sense of community in the classroom" so that students do not viewe it as competition, although it is possible to combine pair and group work.

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Azizifar. A, Faryadian. E, Habib. G. ( 2014). The Effect of anxiety on Iranian EFL learners
speaking skill. International Research Journal of Applied and Basic Sciences. 8(10), 1747-1754. https://www.google.com/url?sa=t&source=web&rct=j&url=http://scholar.google.com/scholar?q=The+Effect+of+anxiety+on+Iranian+EFL+learners++speaking+skill&hl=en&as_sdt=0&as_vis=1&oi=scholart&ved=2ahUKEwifuNrrx4XuAhVuxoUKHQ8GAKQQgQN6BAgBEAE&usg=AOvVaw1ziWBs0jFXqk8qg1xVoQFs&cshid=1609876306661

To be a good speaker, one needs to have adequate understanding of the subject, of the reason for which he wants to talk and communicate, of the sense in which he is speaking. The idea; speaking foreign language is an activity that takes more comprehension, more thought, interaction with others.
People are often worried about shyness among EFL learners (Azizifar. A, Faryadian. E, Habib. G., 2014)

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Reference : Iman, J. N. (2017). Debate Instruction in EFL Classroom: Impacts on the Critical Thinking and
Speaking Skill. International Journal of Instruction, 10(4), 87-108. https://doi.org/10.12973/iji.2017.1046a

Speaking is a mechanism of communication between
Speaker and listener in which the information involved is shared and received Paralinguistic characteristics and mastery of speaking skills are also important for the
conversation, language learners communicate with others(Iman. J. N, 2017, p.89)

(Marcelino, 2005 as cited in Iman. J. N, 2017)
According to his study. He indicated that as EFL learners, most students are silent also most of the students are shy about using English in direct interaction. When they interact with others, many of them pay attention to forms and rules. In real communication and situations, most of them don't practice English. Only a handful in the classroom practice English. Most learners be unsuccessful to acquire English because of the fact that insufficient, of motivation.

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The aims of this Research is to know about how much the impact of negative factors on students speaking skill in EFL classroom, also know about effective environment, and how emotions can effect on the speaking skill .

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Reference: Sadighi, F. & Dastpack, M. (2017). The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners. International Journal of Education and Literacy Studies, 5(4), 111-115. http://dx.doi. To org/10.7575/aiac.ijels.v.5n.4p.111

https://drive.google.com/file/d/1AcCYT_7drl5u8wL0e3WYyIhRkcUuwAmx/view?usp=drivesdk

Sidighi. F and Dastpack. M did the research about negative factors on students speaking in the EFL classroom , at the end the outcome revealed that among the potential sources of the three most critical causes of anxiety, students who speak anxiety,
Student anxiety (fear of making mistakes)(fear of making mistakes)
To be judged negatively) and (limited knowledge of
Vocabulary) accordingly(Sadighi, F. & Dastpack, M. 2017).

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1/ To what extent the environment can influence  students' speaking skill in EFL classroom?
2/ How student emotions can effact their speaking skill in the classroom ?
3/ what are the negative factors that obstruct the learners English speaking performance?

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1/ I think  one of the reasons is students because of may not be able to speaking skill in EFL, also lack practice and confidence, inadequate grammatical knowledge, poor pronunciation, limited vocabulary.
2/ another reason is  educators poor relationship with his/her students , which makes the learners uncomfortable to use the language in the classroom.
3/ another point is students environment in general this because those who are around the students may not be able to or do not care about speaking English.

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" Anxiety as a major factor on the apprehension of the EFL learners speaking skill ''

Anxiety as a major factor on the apprehension of the EFL learners speaking skill

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The aim this paper is to examine impact environment on the students to speaking skill in EFL classroom , how student emotions can effect on the speaking skill in EFL classroom, also in the classroom if does have many negative factors students can not increase speaking skill because if students haven't good environment learning they are making mistake and feel fear of being negatively evaluated. Often that is obstructive on students' speaking skill  , as well their mistake give opportunity to other students making fun to him or her , so that prohibition of negative factors on the students to speaking skill also this negative point relation on the   personality of the students can solution this problem, for this purpose, the current researcher collecte data through questionnaire and interview process, sets of questions to find out their fundamental knowledge of the impact of negative factors on students speaking skill in EFL classroom.

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Reference: Batiha, J., Noor, N. M., & Mustaffa, R. (2014). Exploring the factors of classroom anxiety in the context of EFL Arab students. International Journal of Social Science and Humanities Research, 2(2), 18-31. https://www.researchgate.net/publication/312283783_Exploring_the_Factors_of_Classroom_Anxiety_in_the_Context_of_EFL_Arab_Students

https://drive.google.com/file/d/1AlAFauS1AXLt3jSCPQ7ttplPFuzgpbQC/view?usp=drivesdk

According to this reaserch it shows that feel  anxiety of the students maked three reasons one of them is : 1) speaking anxiety 2) test anxiety 3) fear of negative assessment
Batiha, J., Noor, N. M., & Mustaffa, R. (2014).

Related research investigating foreign classroom anxiety have discovered different contributing factors depending on Context targeted. For instance, it was found that speech anxiety, negative assessment, fear of failure, comfort level Factors of anxiety were anxiety when communicating with native speakers as well as negative attitudes towards the language class. Negatively impacted the learning process. Batiha, J., Noor, N. M., & Mustaffa, R. (2014).

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Reference: Sjaifullah. A, ( 2019). An Analysis of EFL Students’ Anxiety Factors in Speaking
Achmad Sjaif. International Research Journal of Engineering, IT & Scientific Research, 5(3), 43-48. https://doi.org/10.21744/irjeis.v5n3.655

(Anandari,
2015; Arnold, 2000; Astuti, 2016) citied in Sjaifullah. A, ( 2019)
Anxiety is a negative feeling that can detrimentally affect learning. It is also associated with a lack of confidence, anger, frustration,
Rejected and confused thoughts, and intense fear and tension. Such emotions contribute to the draining of energy. Anxious learners are therefore unable to bring out the best in themselves, particularly under stress.

Bahrudin, 2018; Biduri, 2017; De Guzman, 2007 as cited in Sjaifullah. A, ( 2019)
A study conducted in an EFL context in Indonesia has identified three key
The first is the fear of being unable to deliver a message in English in an understandable way. Issues related to the anxiety of students in the production of English speech. Shyness is another source of students' anxiety. It's that factor
In students, usually found. Shyness while presenting in front may lead to stage fright, uncontrollable movements
And stuttering in the classroom.

Maba & Mantra, 2017 as cited in Sjaifullah. A, 2019
Discomfort is the third element.
Due to the inconvenient classroom environment, discomfort may increase. Students who feel comfortable learning in a specific setting a stable state will feel more inspired.

Mantra, 2017 as cited in Sjaifullah. A, 2019
Teachers find it easier to educate their students in the classroom when their students feel happy and secure.

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Reference: Akkakoson, S. (2016). Speaking Anxiety in English Conversation Classrooms among Thai Students. Malaysian Journal of Learning and Instruction,13(1), 63-82. https://eric.ed.gov/?id=EJ1134520

That people Living in the EFL environment, these students faced drawbacks the use of the target language, i.e. the lack of adequate exposure to the language itself and scarcity of the chanse to speaking (Akkakoson, S. 2016).

One of the factors that impact on speaking skill is anxiety, (Spielberger, 1983 cited in Akkakoson, S. (2016)
Generally speaking, anxiety is defined as being; A human emotion
Stress, anticipation, anxiety, and concern correlated with the autonomic nervous system's stimulation.

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Reference: Tanveer. (2007). Investigation of the factors that cause language anxiety for ESL/EFL
learners in learning speaking skills and the influence it casts on
communication in the target language. University of Glasgow, Scotland. https://www.researchgate.net/publication/293263722_Investigation_of_the_factors_that_cause_language_anxiety_for_ESLEFL_learners_in_learning_speaking_skills_and_the_influence_it_casts_on_communication_in_the_target_language

(Horwitz et al.1986; p.125, as cited in Tanveer, 2007,p.1) stated that
It may be pleasant to learn another skills, however, when it comes to learning to speak in another language, students usually encounter 'mental block'.

Feelings of anxiety, fear and nervousness are generally conveyed by  learning to speak a foreign language, foreign language learners are considered to have a possibly negative and harmful impact on communication in the target language. The use of current theories to speaking skill in
The classrooms and the common use of English have improved the Demand that strong communication skills be acquired, but that certain feelings remain in the Students will keep them from achieving the desired objective Tanveer. (2007).

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Reference : Öztürk, G & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies. 10(1), 1-17. http://jlls.org/index.php/jlls/article/view/178
https://drive.google.com/file/d/1Az4B4LOMSq41HZXw3To_PQh4tVKm7Pfm/view?usp=drivesdk

Research was also showed that anxiety speaking EFL consist of some couses ; pronunciation, immediate concerns, fears of making mistakes and negative evaluation(Öztürk, G., & Gürbüz, N, 2014; p.1).

Human psychology important role in any learning environment. Also it can influenced Language Foreign
Learning (Öztürk, G., & Gürbüz, N, 2014).

Often all these challenging speaking tasks can affect the learners and allow the learners to speak those sentences:

“I always feel nervous when speaking English”.
“I feel bad in my mind because I wonder why I can’t speak English very well.”
“My English appear is not good enough; I can’t express very well.”
“Sometimes I feel stupid, some people look at me, a strange man, cannot speak good.”
(Tanveer, 2007).

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Reference: Aljumah, F. (2011). Developing Saudi EFL Students’ Oral Skills: An Integrative Approach. English Language
Teaching, 4(3), 84-89. http://dx.doi.org/10.5539/elt.v4n3p84

Carter and Nunan 2001; Celce-Murcia 2001 cited in Aljumah, F. (2011)
Perhaps the most important of the four language skills is communicating after that listening, speaking, Reading.

Bygate 1987, 2001; Jassem 1994;
Dugas, DesRosiers, and Gaskill 2010 cited in Aljumah, F. (2011)
Communicating is a language operation, Several elements are composed of : pronunciation (sounds), morphology and lexis (words and their
parts), grammar and syntax (structure), semantics, discourse (conversation and utterances), pragmatics (usage and its
rules), fluency (ease of speech, confidence, coherence, and speed)

The results of this research  to Procedures for Speaking Improvement is Community
conversations and workshops inspire learners to collaborate and take the initiative. Discussion in the group may be
Described as an academic session or study session in which a student or group of students can present, describe, describe collectively,
And discuss in class their written assignments (Aljumah, F. (2011).
Also this research indicated the objective of group discussions ;
1. Free exchange of ideas among students
2. Prepare the students to speak freely and openly.
3. Re-enforce the lessons and make them comprehensible with a hands-on knowledge
4. Explore new aspects such as: course implementations, drawbacks of the course, and some theories and ideas advances. These points, particularly the second one, are very important as it clearly tackles speaking itself. There are various steps for creating or speaking in an academically focused student participation
5. Understanding the subject: Without learners having understood their lecture topic first, no speaking is possible
6. Relating and applying the subject to a local issue or problem: Students are asked, for instance, to find out, test and fix a problem in their own field
7. Group work and collaboration: Students have to work as groups by debating issues inside and outside the classroom with classmates Aljumah, F. (2011).

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Reference: H.al khairy. (2013). ENGLISH AS A FOREIGN LANGUAGE
LEARNING DEMOTIVATIONAL FACTORS AS
PERCEIVED BY SAUDI UNDERGRADUATES. European Scientific Journal. 9(32), https://www.semanticscholar.org/paper/ENGLISH-AS-A-FOREIGN-LANGUAGE-LEARNING-FACTORS-AS-Al-Khairy/03325fe545bec480bd5c5dab2516c9ddf7b542d0?citationRankingModelVersion=v0.2.0-0.001&publicationType[0]=JournalArticle&sort=total-citations

https://drive.google.com/file/d/1AzPqZ2V9mlm5BlFJJKIY8ENIZH50jeAZ/view?usp=drivesdk

(H.al khairy , 2013; p.365)
Motivation is an important variable that plays a role in
A increasing mass of motivational studies performed in the field of second and foreign language learning contexts illustrate the effective execution of any practice and its importance.(H.al khairy , 2013; p.365).

Mush study has provided useful insights into the fact that Arabic-speaking students have five key explanations for low English language proficiency:
1.Bad methods of teaching
2.Insufficient instruction
Curriculums
3.Inadequate exposure to the target language.
4.The lack of
Getting inspired.
5.Lack of information on universities or colleges
Which they are investigating.

Although motivation has been defined differently by
different researchers, such as Dörnyei and Ottό (1998, p. 65) perceive it as a
“dynamically changing cumulative arousal in a person that initiates, directs,
coordinates, amplifies, terminates, and evaluates the cognitive and motor
processes whereby initial wishes and desires are selected, prioritised,
operationalised, and (successfully or unsuccessfully) acted out"

Students should speaking in group in the classroom also they should be practice and speaking foreign language inside the class and find good opportunity to speaking foreign language in the real world not just classroom(H.al khairy. (2013).

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Reference: R. Hanifa. (2018). Factors Generating Anxiety When Learning EFL Speaking Skills. Studies in English Language and5Education. 5(2), 230-239. https://www.researchgate.net/publication/328255660_Factors_generating_anxiety_when_learning_EFL_speaking_skills

https://drive.google.com/file/d/1B01_8dLNNvQWOa0kD-TnFGJMCKiwnD30/view?usp=drivesdk

Anxiety appears to be the main factor that has a crippling impact on students' oral output, among the many affective factors that affect foreign language learning, especially speaking(R. Hanifa, 2018; p.231)

Horwitz et al. (1986) as cited in (R. Hanifa, 2018; p.231)
It was believed that foreign
Language anxiety describes the anxiety, nervousness and anxiety encountered while studying or using a foreign language. They also add the students
It may be beneficial to learn other language, but they may have a 'mental barrier' when they learn other language.Come and learn to openly speak a foreign language

Tanveer (2007) as cited in (R. Hanifa, 2018; p.231)
He stressed that feelings of fear, anxiety and nervousness are typically Expressed in the learning to speak a foreign language in public by foreign language learners. Such emotions in their target language are known to be potentially harmful and have a detrimental impact on their communication.

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Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-23. https://www.semanticscholar.org/paper/FACTORS-AFFECTING-STUDENTS'-SPEAKING-PERFORMANCE-AT-Tuan-Mai/e23c9e4360079b812d924ed1229907098a9dda9d

Brown & Yule, 1983 as cited in Tuan, N. H., & Mai, T. N. (2015)
Spoken language development is often considered one of the most challenging aspects of language
Education

Johnson (1995) as cited in Tuan, N. H., & Mai, T. N. (2015)
He believed that the foreign language learners need to practice and communicative in the classroom.

Doff, 1998 as cited in Tuan, N. H., & Mai, T. N. (2015)
It is difficult to improve speech skills until we develop listening skills.

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Reference: Sutarsyah, C. ( 2017). An Analysis of Student’s Speaking Anxiety and its Effect on Speaking. Indonesian. Journal of English Language Teaching and Applied 1 Linguistics. 1(2),143-152. http://ijeltal.org/index.php/ijeltal/article/view/14

https://drive.google.com/file/d/1B7nZnku0ZUnuAP4a6n0x91o7aNP5vJci/view?usp=drivesdk

Sutarsyah, 2017; p.145, cited in (Horwitz et al,1986)
Three components of foreign language anxiety were categorized into , that is :
1.Communication apprehension, which stems from the inability of learners to express mature thoughts and ideas sufficiently.
2.Fear of negative social evaluation, which results from the need for a learner to make a good social impact on others.
3.Test anxiety, a fear of academic evaluation.
Most language learners have trouble not only communicating but also listening to understand messages from others in contact apprehension.

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Reference: Miskam. N. N& Saidalvi. A (2018). Investigating English Language Speaking Anxiety among Malaysian
Undergraduate Learners. Asian Social Science,15(1). 10.5539/ass.v15n1p1

https://drive.google.com/file/d/1BZakQlxgGUjNXGb40n2-23N1oREV669l/view?usp=drivesdk

Balemir (2209) as cited in Miskam. N. N& Saidalvi. A (2018; p.2)
According to him The fear of using the language orally can be described as speaking anxiety

Dalkilic, 2001, Huang,
2004; Wilson, 2006; Batumlu & Erden, 2007) as cited in Miskam. N. N& Saidalvi. A (2018)
The literature showed research focusing on the level of anxiety in the English-speaking language in relation to The students begin to learn English with gender, encouragement, competence and time.

There are many other factors among graduates that lead to poor communication skills and one of them is about anxiety. Language anxiety has a major effect on language learning( Miskam. N. N& Saidalvi. A, 2018; p.2).

(Carter & Nunan, 2002 as cited in Miskam. N. N& Saidalvi. A, 2018)
Speaking is both constructive and productive.