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To Speak or Not to Speak? A Qualitative Study of Two ESL Learners' Second Language Speaking Anxiety

Eriksson, Felicia LU (2018) ÄENC51 20182
English Studies
Educational Sciences
Abstract
The aim of this study is to get a deeper understanding of ESL learners’ anxiety when speaking
in a learning context and how teachers can help their students overcome FLSA. This study seeks
to investigate the causes of FLA that the participants may experience when learning English.
The study also investigates what teachers can do to reduce learners’ anxiety of speaking a L2.
To do this, interviews with two adult ESL learners were conducted via email and the data were
analyzed using a qualitative method: content analysis. The data revealed that the primary causes
for FLSA were the fear of being judged and limited ability in grammar and vocabulary. The
measures taken to ease the learners’ FLSA include a comfortable classroom... (More)
The aim of this study is to get a deeper understanding of ESL learners’ anxiety when speaking
in a learning context and how teachers can help their students overcome FLSA. This study seeks
to investigate the causes of FLA that the participants may experience when learning English.
The study also investigates what teachers can do to reduce learners’ anxiety of speaking a L2.
To do this, interviews with two adult ESL learners were conducted via email and the data were
analyzed using a qualitative method: content analysis. The data revealed that the primary causes
for FLSA were the fear of being judged and limited ability in grammar and vocabulary. The
measures taken to ease the learners’ FLSA include a comfortable classroom environment,
friendly teachers and different teaching methods. The findings also indicate that teachers should
create a safe and comfortable classroom environment, prepare their apprehensive students on
topics, use translanguaging as a possible pedagogical approach and, finally, have knowledge of
the concept of FLA and FLSA as well as be observant of different underlying factors for it. (Less)
Please use this url to cite or link to this publication:
author
Eriksson, Felicia LU
supervisor
organization
course
ÄENC51 20182
year
type
L3 - Miscellaneous, Projetcs etc.
subject
keywords
speech anxiety, second language speaking anxiety, classroom environment, translanguaging
language
English
id
9007356
date added to LUP
2022-09-06 12:25:12
date last changed
2022-09-06 12:25:12
@misc{9007356,
  abstract     = {{The aim of this study is to get a deeper understanding of ESL learners’ anxiety when speaking
in a learning context and how teachers can help their students overcome FLSA. This study seeks
to investigate the causes of FLA that the participants may experience when learning English.
The study also investigates what teachers can do to reduce learners’ anxiety of speaking a L2.
To do this, interviews with two adult ESL learners were conducted via email and the data were
analyzed using a qualitative method: content analysis. The data revealed that the primary causes
for FLSA were the fear of being judged and limited ability in grammar and vocabulary. The
measures taken to ease the learners’ FLSA include a comfortable classroom environment,
friendly teachers and different teaching methods. The findings also indicate that teachers should
create a safe and comfortable classroom environment, prepare their apprehensive students on
topics, use translanguaging as a possible pedagogical approach and, finally, have knowledge of
the concept of FLA and FLSA as well as be observant of different underlying factors for it.}},
  author       = {{Eriksson, Felicia}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{To Speak or Not to Speak? A Qualitative Study of Two ESL Learners' Second Language Speaking Anxiety}},
  year         = {{2018}},
}