1. Exploring Self-efficacy and English Speaking Anxiety among EFL English-major College Students Presenter: Yi-Han Joanna Yang Advisor: Dr. Pi-Ying Teresa Hsu Date: June 1st, 2011 1

2. Contents Literature review 1 2 Introduction 3 Methodology 2

3. Introduction Background 1 2 Motivation 3

4. Background 4

5. Background With the increasing need for students with higher oral English ability, many students do their utmost to improve their spoken English level and in many universities, even one in four classes areassigned to practice of spoken English every week. (Yang, 2010) 5

6. Background Reading Listening 1970s Writing Speaking 6

7. Background One of the major concerns among researchers and educators is that anxiety may have a negative effect on academic achievement. (MacIntyre, 1999; Young, 1991) 7

8. Background It has been observed that highly efficacious students are confident about what they can achieve. Set themselves challenges and are committed to achieving them, work harder to avoid failure. (Ching, 2002) 8

9. Motivation 9

10. Motivation English Speaking Anxiety 10

11. Motivation Although speaking has been regarded as one of the important parts in foreign language learning, many students often complain that they are not given enough chances to practice spoken English. 11

12. Motivation Some students will suddenly stop in the process of speaking and after some consideration, they will turn to the teacher and ask whether Chinese can be used. (Yang, 2010) Anxiety 12

13. Literature Review 1 Effects of Language Anxiety on Performance 2 Effects of Self-efficacy on Foreign Language Speaking Anxiety Purposes of the Study 3 Research Questions 4 13

14. Anxiety Horwitzet al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS),which has gained widespread popularity in subsequent research studies on anxiety in language learning situations. (Aida, 1994; Chen, 2002; Cheng et al., 1999; Kitano, 2001; Phillips,1992; Saito et al., 1999; Wang & Ding, 2001; Worde, 2003) Horwitz (1986) 14

15. Anxiety There were three components of foreign language anxiety: (Horwitz et al., 1986 ) Communication apprehension Negative evaluation Test anxiety 15

16. Anxiety Students’ anxiety levels were significant positively correlated with their own ability in the target language (Kitano, 2001) (Garner et al., 1997) 16

17. Self-efficacy People’s judgment of their capabilities to organize and execute courses of action required to attain designated types of performances. (Bandura & Schunk, 1981, p. 31) 17

18. Self-efficacy are closely related to language anxiety since students with stronger self-efficacy showed lower levels of language anxiety and better language proficiency compared to lower self-efficacy students. (Mills, Pajares, & Herron, 2006) 18

19. Purposes of the Study 19

20. Purposes of the study 1. To explore the relationship between students’ self- efficacy and their English speaking anxiety 2. To exam the effects of using Spoken Learning Log on students’ self-efficacy and English speaking anxiety 20

21. Research Questions 21

22. Research Questions 1. To what extent do the students experience English speaking anxiety in English Speaking class? 2. What is the difference in English speaking anxiety among the students at different proficiency levels? 3. What is the relationship between self- efficacy and English speaking anxiety? 4. Is there any change in students self- efficacy and English speaking anxiety? 22

23. Methodology 1 Participants Instruments 2 3 Statistic Analysis 4 Procedure 23

24. Participants 120 English-major sophomore college students enrolled in English Listening and Speaking class Chaoyang University of Technology. 24

25. Instruments 25

26. Foreign Language Speaking Anxiety Scale (FLSAS) A 36-item of foreign language speaking anxiety scale will be adapted from Young (1990). ex: I would feel anxious while speaking English in English Listening and Speaking class. 26

30. FLCAS will be employed

32. Procedure HOW Proficiency Levels Wu (2007) Select samples from the top and the bottom 25% to 33%; plus the top and the bottom 27% are the most recommended. Low (midterm / final) Medium (midterm / final) High (midterm / final) 28

33. Spoken Learning Log Reflective Journal Spoken Learning Log 29 http://lms.ctl.cyut.edu.tw/1999043/doc/84271

34. Statistic Analysis To what extent do the students experience English speaking anxiety in English Listening and Speaking class? 2. What is the difference in English speaking anxiety among the students at different proficiency levels? Descriptive Statistics Analysis / ANOVA 30

35. Statistic Analysis 3. What is the relationship between self- efficacy and English speaking anxiety? Descriptive Statistics Analysis Pearson correlation 31

36. Statistic Analysis 4. Is there any change in students self- efficacy and English speaking anxiety? T-test / ANOVA 32

37. Thanks for your Listening ~Q&A~ 33