Interactive Effects of English-Speaking Anxiety and Strategy Use on Oral English Test Performance of High- and Low-Proficient Chinese University EFL Learners

Autor/in	Liu, Meihua
Titel	Interactive Effects of English-Speaking Anxiety and Strategy Use on Oral English Test Performance of High- and Low-Proficient Chinese University EFL Learners
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1562410 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1562410
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Speech Communication; Language Fluency; Language Tests; Anxiety; Oral Language; College Freshmen; Student Attitudes; Language Proficiency; Scores; Communication (Thought Transfer); Foreign Countries; Communication Strategies; China (Beijing) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Angst; Oral interpretation; Mündlicher Sprachgebrauch; Studienanfänger; Schülerverhalten; Communication; thought; Kommunikation; Gedanke; Ausland; Kommunikationsstrategie
Abstract	This study investigated the interactive effects of English-speaking anxiety and strategy use on oral English test performance of high- and low-proficient Chinese university EFL learners. In total, 1092 first-year undergraduates answered the English-speaking Anxiety Scale (ESAS), the Oral Communication Strategy Inventory (OCSI) and other questionnaires, and took the English-speaking test. Based on test scores, data gathered from 178 low- and 214 high-proficient students were used in the study. The results were: (1) the low-proficient students were significantly more apprehensive of negative evaluation and speech communication than their high-proficient counterparts. Meanwhile, they deployed social affective, fluency-oriented, meaning-negotiating, and message reduction and alteration strategies significantly less frequently while message abandonment strategies, nonverbal strategies and strategies of attempting to think in English significantly more often; (2) ESAS and OCSI scales were significantly interrelated for both groups, and (3) both ESAS and OCSI were good predictors for English-speaking test performance for both groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01