EFL Students’ Speaking Achievements in Relation to Their Language Attitude and Anxiety

DOI

10.2991/assehr.k.200819.042How to use a DOI?

Keywords

EFL, Speaking Achievement, Speaking Anxiety, Language Attitude

Abstract

This research aims at investigating the EFL learners’ Speaking Achievements in relation to their language attitude and anxiety. This is a mixed method research which specifically analyses both of qualitative and quantitative data. The data of this research were collected through distributing questionnaires, Foreign Language Speaking Anxiety Scales (FLSAS) and Language Attitude Questionnaires. Besides, a speaking test was also conducted in order to get valid scores of the EFL learners’ speaking achievements. The population of this research were 117 learners who have taken speaking class in the previous semester. Then, 25% of the total population were taken as the sample by using random sampling, in total of 29 learners. Furthermore, the qualitative analysis was done in investigating the factors of speaking anxiety and the language attitude. Hence, the result of this analysis shows that: (1) there are three factors of EFL speaking achievements. They are communicative apprehension, test anxiety and fear of negative evaluation. In addition, the most frequent factor that is experienced by the EFL learners is the test anxiety factors which gets 65,52% score. This score is compared to another two factors, communicative apprehension with 24,14% and fear of negative evaluation with its 10,34% scores. Then, (2) the analysis also shows that the EFL learners were having positive language attitude. It can be seen from three aspects of language attitude; the cognitive, behavioural, and affective / emotional aspects. The second analysis was done quantitatively by using SPSS Version 2.5 to answer the third research question: (3) the relation of speaking anxiety and language attitude to the EFL learners speaking achievements. Based on the analysis, it is found that the EFL speaking anxiety has a significant correlation to the learners speaking achievements by indicating the r-count 0,615 > r-table 0,355. Then, the EFL learners’ language attitude also significantly correlates to their speaking achievements by the score of r-count 0,417 > r-table 0,355. In short, the EFL speaking achievements were significantly correlated by two-tailed Pearson’s product moment analysis to their speaking anxiety and language attitude.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mia Audina Pratiwi
AU  - Mukhaiyar
PY  - 2020
DA  - 2020/08/19
TI  - EFL Students’ Speaking Achievements in Relation to Their Language Attitude and Anxiety
BT  - Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019)
PB  - Atlantis Press
SP  - 213
EP  - 219
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200819.042
DO  - 10.2991/assehr.k.200819.042
ID  - Pratiwi2020
ER  -