The purpose of this study is to examine speaking anxiety and classroom dynamics in the ESL classroom from the students’ perspective. This paper also sets out to investigate the specific behaviors or thoughts learners have in regards to speaking English. The investigation gives an explanation how these factors influence students’ ability to learn and perform in a particular instructional framework. The ESL classroom is looked upon as a group formation having its own dynamics that might have an effect on some students’ speaking anxiety. This study is conducted using both qualitative and quantitative method. The quantitative part is based on the survey designed to establish the presence and amount of anxiety related to speaking ESL in the classroom. The qualitative part is consisted of individual semi-structured interviews. The survey is also the basis for the choice of the interviewees. The investigation is carried out in a secondary school with students from the grades 7 and 8. Results of the analysis of data suggest that speaking in the ESL is not exclusively the source of the anxiety, but that speaking in front of the class is. The research points out and supports the fact that speaking anxiety is spotted in classroom settings. In other words, this indicates the significance of the relationship between speaking English, speaking anxiety and classroom environment. Furthermore, students investigated also show the awareness of their reactions: behavioral, emotional and cognitive.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-36459 |
| Date | January 2012 |
| Creators | Hadziosmanovic, Lejla |
| Publisher | Malmö högskola, Lärarutbildningen (LUT), Malmö högskola/Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0022 seconds