Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts.

Autor/in	Chou, Mu-Hsuan
Titel	Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts.
Quelle	In: TESOL quarterly, 52 (2018) 3, S. 611-633Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 4
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0039-8322; 1545-7249
DOI	10.1002/tesq.455
Schlagwörter	Empirische Forschung; Angst; Hemmung; Lernmethode; Sprechen; Fremdsprachenunterricht; Englischunterricht; Hochschule
Abstract	In recent years, Taiwan and other East Asian countries have begun to promote English-medium instruction (EMI) at the tertiary level. Communicating through English in EMI classrooms is a basic requirement for English as a foreign language (EFL) learners, but it can be a challenge. Speaking a foreign language is a complex process that involves linguistic competence, speaking skills, and strategy use. Speaking strategies have been viewed as first aid devices used for interaction and communication, to address problems or breakdowns, and to remain active in communication. The purpose of this article is to investigate university students' anxiety, strategy use, and difficulties when speaking English in full and partial EMI contexts. This research involved a large-scale questionnaire survey of 638 students. The quantitative analyses were conducted through a multivariate analysis of variance, a hierarchical multiple regression, and chi-square tests of independence. The results indicated that students receiving partial EMI exhibited high speech anxiety, a lack of confidence, and negative feelings toward English learning. Additionally, students in the partial EMI context were found to use rehearsal and paraphrasing strategies less frequently than those in full EMI contexts. Furthermore, a relationship was observed between the EMI context and difficulties in speaking reported by students. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2