Debilitating Effects of Anxiety on Engineering Students' Language Performances

Autor/inn/en	Vo, Thanh Duy; Samoilova, Valerria; Wilang, Jeffrey Dawala
Titel	Debilitating Effects of Anxiety on Engineering Students' Language Performances
Quelle	(2017), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anxiety; Engineering Education; Language Proficiency; Graduate Students; English (Second Language); College Second Language Programs; Group Discussion; Exit Examinations; Scores; Correlation; Predictor Variables; Behavior Rating Scales; Foreign Countries; Statistical Analysis; Thailand + Suchen Sie Ihr Suchwort? Angst; Ingenieurausbildung; Language skill; Language skills; Sprachkompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendiskussion; Final examination; Abschlussprüfung; Korrelation; Prädiktor; Ausland; Statistische Analyse
Abstract	Inconsistencies of results of foreign language anxiety's effect on advanced learners' language performances have persisted over the years. And little has been known on the relationship between foreign language anxiety and engineering graduate students' language performances. To fill the gap, this study employed a self-report anxiety scale called "Foreign Language Classroom Anxiety Scale" among forty six engineering graduate students of international programs at King Mongkut's University of Technology Thonburi (KMUTT) enrolled in "LNG 601," a foundation English writing course for graduate students of international programs, during the summer of 2017. In addition, students' scores in presentations, group discussions, final exams, and course grades were collated. Using SPSS, correlational relationships between English language anxiety (herein referred to as "fla") and language performances were computed. Findings revealed consistently negative and significant relationships between "fla" and individual presentation (r = -0.45, p<0.01), "fla" and group discussion (r = -0.55, p<0.01), "fla" and final exam (r = -0.92, p<0.01), and "fla" and course grade (r = -0.41, p<0.05). As the relationships are negative, this paper concludes with practical implications based on four "fla" factors that bear non-significant relationships with language performances on how to decrease the anxiety experiences of engineering graduate students in the English classroom. [This paper was published in: Proceedings of the 3rd International Conference on Innovation in Education. Thailand: Institute for Innovative Learning, Mahidol University. p275-285.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01