An Analysis of First Year Students’ Speaking Anxiety toward Their Speaking Skill at a Public University in Vietnam
Abstract
This article is aimed to show the results of the study attempting to analyze the first year students speaking anxiety at a public university in Vietnam. The research study followed a group of 25, selected male and female first year students at Hanoi University of Industry (HaUI), Vietnam. Research method was quasi-experimental design with two way ANOVA. It was conducted for about 10 weeks. According to the results of speaking test, findings showed that using Communicative Language Teaching (CLT) had positive meaningful effect on improving students’ speaking skill viewed from different speaking anxiety. To sum up, CLT is an effective method to teach students’ speaking skill viewed from different speaking anxiety.
References
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2. Chen, C-M., Lee, T-H. (2011). Emotion Recognition and Communication for Reducing Second-Language Speaking Anxiety in a Web-Based One-to-One Synchronous Learning Environment. British Journal of Educational Technology, 42 (3), 417– 440.
3. Efrizal, Dedi. (2012). Improving Students’ Speaking through Communicative Language Teaching Method at Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu. International Journal of Humanities and Social Science Vol. 2 No. 20.
4. Fraenkel, E Jack & Wallen, E Norman. (1993). How To Design and Evaluate Research in Education. Boston: Mc. Graw Hill.
5. Heaton, J.B. (1998). Writing English language Test. London : Long man.
6. Harmer, Jeremy. (2007). The Practice of English Language Teaching, (4th Edition). London: Pearson Longman.
7. Harmer, Jeremy. (1998). How to teach English: an introduction to the practice of English language teaching. New York: Longman.
8. Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
9. Kayi, H. (2006). Teaching Speaking: Activities to promote Speaking in a Second Language. (Online),TESL Journal, Vol XII, No.11.
10. Littlewood, W. (1981). Communicative Language Teaching. Cambridge: Cambridge University Press.
11. Lucantoni, P. (2002). Teaching and Assessing Skills in English as a Second Language. Cambridge: Cambridge University Press.
12. MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on c ognitive processing in the second language. Language learning, 44(2), 283-305.
13. Richard, Jack C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.
14. Richards, J.C. & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Fourth edition. Edinburgh Gate: Pearson Education Limited.
15. Rickheit, Gert & Strohner, Hans (2008). Handbook of Communication Competence. Berlin: Mouten de Gruyter.
16. Saputra, Juni Bayu (2015). Communicative Language Teaching: Changing Students’ Speaking Skill. Premise: Journal of English Education, Vol. 4, No. 1.
17. Scovel, T. (1978). The effect of affect on foreign language learning: a review of the anxiety research. Language Learning, 28(1), 129-142.
18. Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory. Palo Alto, California: Consulting Psychological Press.
19. Spratt, M., Pulverness, A. & Williams, M. (2005). The TKT (Teaching Knowledge Test) Course, United Kingdom: Cambridge University Press.
20. Wenjie, Cai. (2009). Using Communicative Language Teaching (CLT) to Improve Speaking Ability of Chinese Non-English Major Students. University.
21. Young, Dolly. J. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal 75 (4): 426-439.