Impact of Anxiety on EFL Learners' Speaking Proficiency

This thesis explores the impact of anxiety on English as a foreign language (EFL) learners' motivation to speak and their speaking proficiency. It discusses the causes of anxiety, its effects on language learning, and provides recommendations for teachers and learners to overcome anxiety.

ENGLISH
THESIS

THESIS 1
Contents
Introduction................................................................................................................................2
Purpose of the Investigation...................................................................................................2
Problem being investigated and its background.....................................................................2
Aim and Significance of the study.........................................................................................2
Theory........................................................................................................................................2
Methodology..............................................................................................................................3
Introduction............................................................................................................................3
Research approach.................................................................................................................4
Research strategy...................................................................................................................4
Data collection method..........................................................................................................4
Sampling method...................................................................................................................4
Data Analysis method............................................................................................................5
Ethical consideration..............................................................................................................5
Resources requirements.........................................................................................................5
Results and Discussion...............................................................................................................5
Conclusions and recommendations............................................................................................7
References..................................................................................................................................8

THESIS 2
Introduction
Purpose of the Investigation
The following work is aimed at analysing the various aspects of the impact of the anxiety
influence for EFL (English as a foreign language) learners in terms of motivation to speak.
Problem being investigated and its background
Foreign language learning, say English is deeply influenced by a number of variables, such as
learners' cultural beliefs, the motivation of the learner, classroom environment, individual and
the tutor's motivation, linguistic factors, cognitive factors and other affective factors
(Akkakoson, 2016). These factors together form the business environment and an individual's
interaction with the said environment ultimately determines the eventual learning of the
language in terms of time and efforts. One of such factors that affect the second language
acquisition is the anxiety possessed by a learner. The effect of anxiety is crucial in terms of
oral production of the language learning process, thereby leading to an unwillingness to
participate in speaking sessions, leading to low performance and low yield (Ansari, 2015).
One of the negative impacts of anxiety in oral speaking sessions is that the learners fail to
improve communication skills.
Aim and Significance of the study
The aim of the research is to evaluate deeply into the possible causes that lead to anxiety in
the learners of English as a foreign language. In addition, the impact of the same on the
speaking proficiency would be discussed.
It is essential to note that when it comes to the English language, there is a great demand to
learn the language, as it is regarded as the common language across the nations. Thus, the
English language is learned and taught widely across the globe and is one of the major goals
of the individuals for various purposes such as employment, studies and others.
Theory
In general terms, anxiety is defined as a troubled feeling in the mind of an individual leading
to an overall state of unease. In technical terms, anxiety is defined as the subjective feeling of
nervousness, worry and tension associated which is marked by the automatic arousal nervous
system of the humans (Ariyanti, 2016). The feeling of anxiety is further characterised by the

THESIS 3
diffused trouble, the feeling of insecurity, and an overall reduction in the self-confidence of
an individual. In terms of the English language learning, anxiety is stated to be a negative
reaction experienced by a learner in learning English and performing the same. A number of
researches have been conducted in the field of anxiety in terms of learning English as a
foreign language and devising the measures of how to cope with the said condition. In order
to understand the impacts of anxiety while learning English, it is important to understand the
concept of Anxiety properly, which is presented as follows.
Anxiety is sharply segregated into two main categories namely the trait anxiety and the state
anxiety. While the former is referred to as a long last trait of a human being in terms of
personality, the latter is referred to as the short term state (Öztürk and Gürbüz, 2014). It is
essential to note that the Trait anxiety is a constant personality characteristic and the ones
who possess such a trait are stressed in a varied range of situations and not only while
learning English and speaking it (Liu and Cheng, 2014). As the condition is stable, it has a
deep influence on the language learning which is pervasive, and further leads to the detriment
in performing and achieving the goal. In contrast to this, state anxiety occurs in a particular
moment, does not lasts long and is widely known to be a transitory condition (Mohammed,
2016). The anxiety can be further be divided into harmful anxiety and helpful anxiety.
Harmful anxiety is also referred to as the debilitating anxiety and leads to negative
consequences on the learner’s ability.
The need to communicate has widely grown over the years, which is comprised of reading,
writing, and listening skills. This is in addition to the speaking skills, which is considered the
most significant of all in the communication channel. Speaking is known to be a complex
skill which is comprised of a number of variables such as vocabulary, grammar,
pronunciation, and fluency. Speaking can be stated to be a combination of language and
background knowledge to convey the message to the intended audience (Liu, 2012).
Speaking can take place in the form of Face-to-face conversations, making telephone calls,
giving a speech to a live audience, performing in a play, singing, reciting a poem and other
likewise means (Khajavy et. al, 2016). The speaking capability can be further divided into
novice, intermediate, advanced and superior levels (Liu and Huang, 2011).

THESIS 4
Methodology
Introduction
The methodology that will be used in the conduct of the investigation for the paper in an
organised manner is the research methodology. There exists a wide range of approaches and
techniques that aid in the efficient conduct of the investigation. The suitable strategy selected
for the work is the combination of the primary and secondary data collection method that
would be performed through the aid of the literature review and the questionnaire.
Research approach
An inductive approach would guide the attainment of the objectives and the aim of the said
research. The deductive approach is not selected as there is no need to develop the hypothesis
in relation to the impact of the anxiety in learning the English language in the context of
learners of the same. Hence, the reason to select the said approach is that the same would aid
in the collection and evaluation of the theoretical information supplementary to the subject of
the research.
Research strategy
As stated above, a combination of literature review and questionnaire leading to the conduct
of the survey would aid in the completion of the research. While the survey through a
questionnaire would complement the aim to gather the primary information regarding the
experience of the anxiety and its potential impact on the English language learning; the
literature review will complement the collection of the secondary information through
various sources over the years. Before the conduct of the survey, the researcher would take
permission of the managers and tutors of the said institutes, where the English language is
taught.
Data collection method
The technique of the primary and secondary data collection facilitates the acquisition of
statistical information as well as the theoretical data in the context of the research matter.
Primary data would be collected with the aid of an English Learning Institute where the
learners would be approached to fill the questionnaire to aid the conduct of the survey. The
questionnaire is based on the Foreign Language Classroom Anxiety Scale (FLCAS) as
developed by Horwitz and her colleagues in the year 1986 (Peng and Woodrow, 2010).

THESIS 5
The secondary data would be assembled from a range of sources such as the journal articles,
textbooks, publications of the academic institutes and also the online websites.
Sampling method
A simple random sampling method would be employed to facilitate the choice of the sample
from a large population of the responses from the learners. The random sampling technique
eliminates the possibility of biases from the selection and hence, the choice of the method.
For the research, around 40 learners from the different batches of the English Language
Learning Institute would be selected to get the data of the experience of anxiety while they
are not well versed with English and are learning it as a foreign language. The traits that
would be examined will be the efficiency in learning and quality metrics.
Data Analysis method
In order to assess the information pooled, statistical data analysis method will be adopted,
which will be aided by the Ms-Excel software. The features of the software such as the
analysis and presentation of data through the aid of the graphs, tables and charts would
effectively summarise the information to understand and evaluate the same in future, in an
easy and meaningful manner.
Ethical consideration
A researcher would adopt a suitable behaviour during the conduct of the research with the
learners. This includes the conveying the learners that they would form the part of the survey
and sharing of the confidential information throughout the research would be acceptable. A
consent form comprised of the details to be shared such as the age, experience, gender and
other relevant details, would be circulated.
Resources requirements
The research relies on the collection of the outcomes, as practised from the sample and is
dually associated with the availability of the participants. A pilot questionnaire tool will be
employed before the collection of the data in order to gain an assurance of the proposed
methodology. The software namely the Monkey survey software and The MS-excel software
would be required for the research.

THESIS 6
Results and Discussion
The results of the questionnaire and the research are presented as follows.
Age
Under 32 12
32 – 47 30
47 above 8
Fear of Negative Evaluation
Stron
gly
Disag
ree
Disa
gree
Slig
htly
Disa
gree
Slig
htly
Agre
e
Agre
e
Strongl
y
Agree
I don't worry about making mistakes in a language
class 10 13 4 7 3 3
I keep thinking that the other students are better at
languages than I am 4 9 4 7 13 3
It embarrasses me to volunteer answers in my
language class. 2 3 4 8 14 9
I am afraid that my language teacher is ready to
correct every mistake I make 5 5 7 8 11 4
I am afraid that the other students will laugh at me
when I speak a foreign language. 2 3 8 8 9 10
I get nervous when the language teacher asks
questions which I haven't prepared in advance. 2 3 8 10 8 9
Communication Apprehension Results
Strongl
y
Disagr
ee
Disagr
ee
Slightly
Disagr
ee
Slight
ly
Agree
Agre
e
Strong
ly
Agree
I never feel quite sure of myself when I am
speaking in my English language class. 10 11 8 5 4 2
It frightens me when I don't understand what
the teacher is saying in the foreign language. 5 5 5 7 9 9
I start to panic when I have to speak without
preparation in a language class. 4 4 8 8 9 7
I would not be nervous speaking the foreign
language with native speakers. 9 10 8 6 5 2

THESIS 7
I feel confident when I speak in a foreign
language class. 9 10 7 5 5 4
The results obtained from the said questions were mostly inclined towards ‘strongly agree’
and ‘agree', which describes the fact very clearly that the above-listed factors play a
significant role in anxiety among the learners with respect to the speech. Apart from the first
question that talks about the learners not worrying in the class, most of the factors are agreed
to.

THESIS 8
The above table complements the results obtained in the first table. These factors further
contribute to the anxiety experienced during the class. As stated above, most of the learners
do not feel confident in the class and are uncomfortable in foreign surroundings. Thus, the
learners can be stated to be fearing of negative evaluation and lacking the self-confidence out
of fear of making mistakes, thereby leading to anxiety.
Conclusions and recommendations
Thus, as per the discussions conducted in the previous parts, it can be concluded that anxiety
plays a central role in the learning of English as a foreign language and deeply influences the
behaviour of the learning ability, proficiency and overall confidence and conduct of the
learners. A further set of recommendations are presented as follows to aid the institutes and
tutors to ease the tensions.
It is essential to create a supportive classroom atmosphere and a learning community to
enable the learners to get past the anxiety (Riasati, 2012). There are a number of variables to
it such as establishing a set of classroom rules in order to govern healthy relationships
between the teacher and students. This can be done by reducing the number of learners in the
classroom. Another recommendation that can be made for the teachers is that they must
provide the indirect correction to the learners that would aid the learners in not getting
intimidated. Another technique that can be widely employed by the tutors in the said field is
the use of the workshops, collaborative activities and group discussions to enable
psychological ease for the learners (Han and Keskin, 2016).
In addition, the learners are suggested to be more open-minded, positive and be willing to
build good relationships with the peers and the tutor.

THESIS 9
References
Akkakoson, S. (2016) Reflections from teachers and students on speaking anxiety in an EFL
classroom. Journal of Language and Cultural Education, 4(3), pp. 46-70.
Ansari, M. S. (2015) Speaking anxiety in ESL/EFL Classrooms: A holistic approach and
practical study. International Journal of Education Investigation, 2(4), pp. 38-46.
Ariyanti, A. (2016) Psychological factors affecting EFL students’ speaking performance.
ASIAN TEFL, 1(1).
Han, T. and Keskin, F. (2016) Using a mobile application (WhatsApp) to reduce EFL
speaking anxiety. Gist: Education and Learning Research Journal, (12), pp. 29-50.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A. and Choi, C. W. (2016) Willingness to
communicate in English: A microsystem model in the Iranian EFL classroom context. Tesol
Quarterly, 50(1), pp. 154-180.
Liu, H. J. (2012) Understanding EFL Undergraduate Anxiety in Relation to Motivation,
Autonomy, and Language Proficiency. Electronic Journal of Foreign Language Teaching,
9(1).
Liu, H. J. and Cheng, S. H. (2014) Assessing Language Anxiety in EFL Students with
Varying Degrees of Motivation. Electronic journal of foreign language teaching, 11(2).
Liu, M. and Huang, W. (2011) An exploration of foreign language anxiety and English
learning motivation. Education Research International, 2011.
Mohammed, A. (2016) EFL effective factors: anxiety and motivation and their effect on
Saudi college student's achievement.
Öztürk, G. and Gürbüz, N. (2014) Speaking anxiety among Turkish EFL learners: The case at
a state university. Journal of Language and Linguistic Studies, 10(1), pp. 1-17.
Peng, J. E. and Woodrow, L. (2010) Willingness to communicate in English: A model in the
Chinese EFL classroom context. Language learning, 60(4), pp. 834-876.
Riasati, M. J. (2012) EFL learners’ perception of factors influencing willingness to speak
English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10),
pp. 1287-1297.

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