IDENTIFYING HOW FOREIGN LANGUAGE ANXIETY INFLUENCES B2 LEARNERS’

ORAL PRODUCTION.

Junior Albeiro Hurtado Bateca

Sandra Janeth Lizcano Parada

Applied Research in Foreign Languages

Foreign Languages Department

Faculty of Education

University of Pamplona

2021

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 IDENTIFYING HOW FOREIGN LANGUAGE ANXIETY INFLUENCES B2 LEARNERS’
ORAL PRODUCTION.

Junior Albeiro Hurtado Bateca

Sandra Janeth Lizcano Parada

Daniel Ricardo Pedraza Ramírez

M.A. in Multilingual Communication and Knowledge Management

Applied Research in Foreign Languages

Foreign Languages Department

Faculty of Education

University of Pamplona

2021
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Summary

This mixed study aimed at identifying how language anxiety (FLA) affects English

foreign language learners, in the oral competence.

Although several research studies have explored the FLA in language learners, (e.g.,

language anxiety among university students: causal factors and coping strategies, Kamaruddin

and Abdullah (2015), Factors Generating Anxiety When Learning EFL Speaking Skills, Hanifa (

2018), Identifying Factors that Affect FL Learners’ Oral Participation at a Public University in

Colombia, Cañas (2013), in Colombian students this issue has not been widely analyzed since

there are factors such as teachers’ influence that need to be taken into consideration. This study

attempted to identify the main factors that affected FL learners’ oral productions and helped to

identify different causes that influenced oral performance such as negative thoughts associated

with oral abilities, being evaluated quantitatively, and the strategies implemented by teachers

which help to decrease and increase the levels of FLA.

This study was carried out at a public university in Colombia; participants were six B2.2

English level of proficiency learners.  Data was gathered through six classroom observations,

two semi-structured interviews, and Horwitz and Cope’s (1986) foreign language classroom

anxiety scale (FLCAS).

This presentation will show the findings in the light of five research questions about: 1)

The reasons why speaking anxiety is caused; 2) the sources of FLA 3) the way FLA is

manifested 4) the negative effects of FLA and 5) the strategies to cope with FLA.

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 TABLE OF CONTENT

List of tables...................................................................................................................................7
List of Appendixes.........................................................................................................................8
CHAPTER I...................................................................................................................................9
INTRODUCTION.........................................................................................................................9
1.1 Statement of the problem.............................................................................................10
Research questions.......................................................................................................................12
1.1.1 General Question..........................................................................................................12
1.1.2 Specific questions.........................................................................................................12
1.2 Research objectives............................................................................................................13
1.2.1 General objective..........................................................................................................13
1.2.2 Specific objectives........................................................................................................13
1.3 Limitations..........................................................................................................................14
1.4 Ethical considerations.......................................................................................................15
CHAPTER II................................................................................................................................16
2.1 Theoretical framework......................................................................................................16
2.1.1 Communicative competence.........................................................................................17
2.1.2 Foreign language anxiety (FLA)..................................................................................21
2.2 Conceptual framework......................................................................................................26
2.3 Literature review...............................................................................................................28
2.3.1 Main causes and influence of foreign language anxiety (FLA) in EFL students.........29
2.3.2 Main causes and effects of anxiety among English students during their oral
productions............................................................................................................................32
CHAPTER III..............................................................................................................................35
Methodology.................................................................................................................................35
3.1 Methodological approach and Design..............................................................................35
3.2 Setting.................................................................................................................................37
3.3 Population, participants and sample................................................................................38
3.4 Data collection techniques and instruments....................................................................39
3.4.1 Class Observation.........................................................................................................39
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 3.4.2 Field diary.....................................................................................................................40
3.4.4 Reflective Journal.........................................................................................................40
3.4.5 Semi-structured Interviews...........................................................................................41
3.4.6 Test: Foreign Language Classroom Anxiety Scale (FLCAS)......................................42
3.5 Timeline of activities..........................................................................................................42
3.6 Data collection process......................................................................................................46
3.7 Implementation of the data collection instruments........................................................48
3.7.1 Permission letters..........................................................................................................48
3.7.2 Selection of participants...............................................................................................49
3.7.3 Semi-structured interviews...........................................................................................49
3.7.4 Test: Foreign language classroom anxiety scale (FLCAS)..........................................50
3.7.5 Permission letter sent to Elaine Horwitz......................................................................50
3.7.6 Validation Process........................................................................................................50
3.7.7 Class observation..........................................................................................................51
3.7.8 Field notes.....................................................................................................................51
3.7.9 Observation protocol....................................................................................................51
3.7.10 Reflective Journal.......................................................................................................52
3.8 Data Analysis......................................................................................................................52
3.9 Method of data analysis and validation...........................................................................53
3.9.1 Qualitative data Analysis..............................................................................................54
4.9.2 Quantitative data Analysis............................................................................................58
3.9.1 Selecting, Organizing and Categorizing the data.........................................................58
CHAPTER IV..............................................................................................................................60
RESULTS.....................................................................................................................................60
1.1 Qualitative data results.....................................................................................................60
Sources of Foreign Language Anxiety..................................................................................60
Symptoms of Foreign Language Anxiety..............................................................................62
Negative effects in the oral Communication.........................................................................63
Strategies to cope with Foreign Language Anxiety...............................................................64
4.2 Quantitative data analysis.................................................................................................66
Category 1: Communication Apprehension..........................................................................66
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 Category 2: Test Anxiety.......................................................................................................67
Category 3: Fear of negative Evaluation...............................................................................68
CHAPTER 5.................................................................................................................................71
CONCLUSIONS..........................................................................................................................71
REFERENCES............................................................................................................................74
APPENDICES..............................................................................................................................80

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 List of tables

Table 1 Comparison of hourly intensities of the CEFR and the Degree.......................................39

Table 2 Chronogram of activities..................................................................................................46

Table 3 Sources of Foreign language anxiety................................................................................55

Table 4 Symptoms of Foreign Language Anxiety.........................................................................56

Table 5 Negative effects in the oral Communication....................................................................57

Table 6 Strategies to cope with Foreign Language Anxiety..........................................................58

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List of Appendixes
Appendix A Permission letter sent to the teacher.........................................................................80

Appendix B Consent letters sent to the students...........................................................................80

Appendix C Observation Protocol and Field Diary......................................................................80

Appendix D Reflective Journal.....................................................................................................81

Appendix E First Semi-Structured Interview...............................................................................81

Appendix F Second Semi-structured Interview............................................................................83

Appendix G Test: Foreign Language Classroom Anxiety Scale (FLCAS)..................................85

Appendix H Permission letter sent to Elaine Horwitz, FLCAS’s author....................................87

Appendix I Elaine K. Horwitz email............................................................................................87

Appendix J First Timeline of activities.......................................................................................87

Appendix K Coding Matrix and Analysis....................................................................................87

Appendix L Quantitative Analysis...............................................................................................87

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 CHAPTER I

INTRODUCTION

The process of learning a foreign language requires a series of competences such as

communicative language competences which are related to linguistic, sociolinguistic, and

pragmatic components that are indispensable for learning and communicating in English as a

foreign language (EFL). (CERF, 2001).

However, during the practice, EFL learners must deal with cognitive and affective

challenges that sometimes delay their communicative development in a foreign language. One of

these challenges is anxiety that makes part of the affective factors; Spielberger (1983) defined

anxiety as ‘‘subjective feelings that cause tension, apprehension, nervousness and worry.’’ This

issue has been explored by psychologists and linguists since the 1970s, and the findings have

contributed to foreign language teaching pedagogy (Chen, 2015). But it is necessary to specify

the term anxiety into the foreign languages since theorists as Horwitz and Cope explain that

‘‘anxiety is different from each specific discipline.’’ They were the first to conceptualize foreign

language anxiety (FLA) as a unique type of anxiety specific to foreign language learning (Tran,

2012, p.69), and it has allowed researchers to study and to understand this issue as a real

challenge in students’ academic performance.

Horwitz et al. (1986) view language anxiety as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related to classroom language learning and arising from the

uniqueness of the language learning process” (As cited in Szyszka, 2017). This definition

clarifies the difference of foreign language anxiety from general anxiety involving the learner
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and stating the sensations and preoccupations that he can experiment inside the classroom; to the

learner, this issue is something subjective and causes him discomfort and inhibitions when

comprehending and producing a foreign language.

Foreign language anxiety is mostly seen as a factor that has negative effects and delay

learners’ competences such as communication which is an important skill in real life. However,

for some students, it can have a positive effect that helps them to improve their oral

communication. In relation with this idea, Paradowski, Dmoska and Czasak (2015, p35) stated

that “certain levels of anxiety can motivate the student and improve her/his performance –

anxious individuals can compensate for the increased cognitive demands and reduced processing

effectiveness by expending more effort in the learning process.” (Karaman (n.d) para.9)

Thus, previous researches on language anxiety have helped to measure language anxiety

in formal education context, Horwitz et al. (1986) were one of the pioneers investigating FLA,

and due to the conflicting findings in the earlier anxiety research, they introduced the foreign

language classroom anxiety scale (FLCAS) as an instrument to measure anxiety levels that

consist of thirty-three levels (Tran, 2012) this scale was accepted and results were more

conscious.

1.1 Statement of the problem

MacIntyre & Gardner (as cited in Gałajda, 2017) established that foreign language anxiety is

‘‘mainly situation-specific and it is dependent on learners’ perceptions of a particular situation in

a learning context.’’

One context can be the space where English learners should demonstrate what they have

learned through communication activities like oral productions which are important activities
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that help students accomplish the goal of speaking fluently. However, some students can

experiment FLA while they are presenting oral productions, this is a common feeling that

students must face but it affects their oral performing and can become a factor of failure at the

moment of presenting an oral production, in addition, MacIntyre (1999, p. 27) defined it as “the

worry and negative emotional reaction aroused when learning or using a second language”

(Gałajda, 2017). Due to these negative effects, pronunciation can be affected since muscles get

tensioned ‘‘limiting the articulatory potential of the speaker who can perceive his pronunciation

as worse than expected” (Szyszka, 2017, p.52). Thus, in order to identify the different factors

that affect learners' communicative process and the reasons why these factors appeared on

foreign language learning, this study focuses on the students’ oral productions, and whether the

existing factors increase the foreign language anxiety problem.

Based on our experience as students, the communicative language skill has been the most

difficult competence to acquire and to put into practice during the classes; therefore, is

interesting to understand how the existing factors in the academic environment affect the

communicative competence in learners. Many students realized that although they had the

linguistics basis, they were not prepared neither to interact with other students nor ready when

presenting ideas in an oral production without feeling uncomfortable or anxious.

Thus, the problem address in this study are the factors that cause language anxiety in the EFL

learners inside the class during their oral productions, due to the pressure or the lack of

preparation while dealing with the academic duties.

In terms of FL proficiency, the program where this study will be conducted requires its

students to accomplish the levels of language proficiency (depending on the semester that is
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being cursed), following what is established in the Common European Framework of Reference

for Languages (CERF), as a requirement to obtain the bachelor degree.

Thus, this study explores the development of students’ oral productions inside the classroom,

taking into account the behavior showed by some learners while interacting in front of a class

and the main factors that can be associated with students’ foreign language anxiety, in order to

understand why it is produced, and how this factor influences the student’s achievement. The

purpose of this study is to discover the factors that affect foreign language students’

communicative competence and that increase foreign language anxiety at the University of

Pamplona, Colombia.

Research questions

It is necessary to understand the causes of this academic issue and investigate strategies

that could help students to overcome this problem and improve their oral productions. Thus, to

explore these factors, it is necessary to follow some questions that will help to have a clear

understanding of this issue:

1.1.1 General Question

What are the sources of or reasons that cause speaking anxiety in sixth semester students

at the University of Pamplona, Colombia?

1.1.2 Specific questions

In which way is FLA manifested in students’ oral communication?

Which are the main causes of FLA in oral performances?

How does language anxiety delay the communicative oral process in FLE?
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 How do the students cope with language anxiety?

1.2 Research objectives

1.2.1 General objective

To recognize which negative factors are associated with the development of FLA in the

oral competence development in EFL learners in the foreign language program at the University

of Pamplona, Colombia.

1.2.2 Specific objectives

To examine how sixth semester students manifest their language anxiety in the oral

production development.

To assess how the main causes of language anxiety affects sixth semester students in his

oral productions.

To analyze if language anxiety delays the communicative process of sixth semester

students.

To observe how sixth semester students face language anxiety when developing their oral

productions.

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1.3 Limitations

It is pertinent to establish the limits of the investigation to provide the aspects that may

arise during the investigation process. For that reason, in this project the following limitations

will be considered:

Given that anxiety can be studied from different fields, this research is focused on

specific anxiety known as foreign language anxiety (FLA) which is presented when using a

second language inside the classroom; it is only considered the effects of FLA in oral

productions. Other aspects such as depression, self-confidence or nervousness are not considered

as a principal topic to investigate.

A limitation that is being presented while developing the present research is the few

communications among the researchers and the tutor of this research due to a sanitary problem

related to the COVID-19 which is affecting the development of the classes.

Finally, other limitations while collecting data are considered such as the participants’

consent, since there will be students who do not sign the informed consent, so the group from

which the information will be collected will be smaller. Also, there will be the possibility that

some students may have little interest in participating in the research and there can be others who

for some reason decide to cancel the subject during the research time.

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1.4 Ethical considerations

According to Orb A, Eisenhauer, L, Wynaden D. (2001) the protection of human subjects

through the application of appropriate ethical principles is important in any research study. For

that reason, some important aspects considered as key elements when conducting any research

study will be considered during the development of this research project.

The dignity of each participant will be respected, and consent will be the first stage before

applying any instrument of analysis. All participants will be fully informed about the research

will be conducted and how the findings will be used. Likewise, contact information will be

provided to the participants so that they can contact us if any doubt arises regarding the study.

In addition, privacy and anonymity, in the obtained information will be available

uniquely for the researchers, after data collection, and during data analysis, participants' data files

(i.e., audio recordings and transcripts) will be stored securely, and data will not be used for any

other task apart from the research.

Finally, participants will be informed of the minimum risk of participation related to the

exchange of confidential information and will be assured that their information will remain

private. Any type of communication in relation to this research will be done with transparency,

to guarantee the honest participation and data will not be manipulated to guarantee and to bias

any information.

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 CHAPTER II
2.1 Theoretical framework

Research focused on the field of language anxiety has allowed having knowledge of how

it affects students and the differences that every student has when learning a second language.

(Horwitz et al. 1986), Due to the problems presented, there will be a focus mainly on identifying

the factors that cause language anxiety in the oral productions of the sixth semester students of

the Bachelor degree in Foreign Languages, it becomes evident to develop in this section the

theoretical foundations of the categories of analysis involved in the present study. Furthermore,

the theoretical foundation in relation to the communicative competence framed by the

communicative approach following the principal statements of Hymes (1972), and Brown (1994)

about oral production that constitutes a linguistic ability underlying said competence; and the

anxiety of the language that represents the central axis of the present study, explaining the main

differences for each type of anxiety such as general anxiety, FLA and Speaking anxiety based on

the principal theories established by Horwitz, Horwitz, and Cope (1986). Therefore, this work

will consider the following categories as the main reference for this theoretical framework:

Communicative competence, communicative approach and oral production: they are

based on the criteria and arguments established by Hymes (1972), Brown (1994), Richards

(2008), Oxford and Vásquez (2000), Rivers (1972), Ebsworth (1998), Krashen and Terrel

(1983), Stern (1991). concerning the competences already mentioned above.

Foreign language anxiety considering the predominant theories of Horwitz, Horwitz, and

Cope (1986), MacIntyre and Gardner (1994b), Young (1990), Aida (1994), Alrabai, (2015),

MacIntyre (1989), Ohata (2005).

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2.1.1 Communicative competence

Defined in the Framework of Reference for Languages as the set of "competences that

enable a person to act using specifically linguistic means" (2001). In other words, this

competence allows communicative situations to make sense and the student feels the need to use

the language to achieve something. In this way, it is ensured that the communicative situations

with which they work are close to the reality of the students and their needs. It is about teaching

to communicate based on the needs raised by the students.

It is necessary to deepen the conceptualization of communicative competence since its

development is the main objective of teaching a foreign language and is a fundamental part of

the Communicative Approach adopted by the English area of the Degree.

Language in the communicative approach is not perceived as a set of rules but as an

instrument for the construction of meanings. Therefore, this approach is not intended to deny the

importance of linguistic competence but rather focuses on achieving genuine communicative

competence. Thus, the objective of this teaching method is to train the learner for real written

and oral communication. According to Hymes (1972) all people have not only the ability to

speak but also the ability to communicate. Likewise, communicative competence refers to the

necessary linguistic knowledge that a speaker needs to interact and communicate effectively in

each situation.

Such knowledge not only includes knowledge about the language but also of a cultural

nature. Thus, a communicatively competent person is one who acquires the knowledge and

ability to use the language and interact with other people, understand them, and make themselves

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understood. Therefore, within the communicative approach, it is essential to teach the learner the

forms, contents, and functions of the language.

In this sense, Hymes (1996) considers that the performance of a person in a

communicative event reflects the interaction of all the participants and the context in which the

communicative acts take place. The communicative competence, as a contextual process,

develops not when the grammatical rules of the language are handled (linguistic competence),

but when the person can determine when and when not to speak, and also about what to do, with

whom, where and in which way, it takes into account the attitudes, values , and motivations

related to the language, with its characteristics and uses; Likewise, it seeks the interrelation of

the language with other codes of communicative conduct (Hymes (1996), as cited in Tobón

(2004).

It is clear then that learning a foreign language involves not only knowing the

grammatical and lexical contents but also understanding how to use it in a real context, such as

the Foreign language program of the University of Pamplona where this project will be

implemented. For this reason, one of the main objectives is to develop in students not only the

components of linguistic competence but also those of communicative competence.

Oral production

Oral production is one of the four language skills involved in the development of

communicative competence. This is generally one of the most complex because the speaker in a

very short space of time has to think about what he is going to say, how to say it, say it clearly,

and without making grammatical or pronunciation errors. (MCER, 2001). Additionally, one of

the difficulties lies in knowing not only the language as a code but also its pragmatic use,
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depending on the communicative situation and the people to whom the speaker is addressing. In

general terms, the most common problems that arise in terms of oral production are frequently of

a linguistic or psychological nature. On the one hand, Brown (1994) and Richards (2008) assure

that some of the linguistic difficulties that students present during a communicative act are:

speaking at a slow pace, taking many breaks, using too many crutches, delaying organizing

ideas, expressing incomplete sentences, not joining ideas in an organized and coherent way,

making grammatical mistakes regularly, lacking the vocabulary necessary to communicate, not

using reduced forms of the language such as contractions, elisions, and syllabic reductions, and

not pronouncing words correctly with proper intonation. On the other hand, regarding

psychological problems, Vásquez (2000) states that one of the factors that negatively affect oral

production in students is the fear of making mistakes in front of their classmates and teachers,

which this may be due to the lack of a trustworthy environment in the classroom or to the use of

inadequate correction techniques by the teachers. Additionally, Oxford (2000) points out that the

most common psychological problems in learning a foreign language are anxiety, insecurity,

fear, and shame when facing communicative situations.

Considering the difficulties that the student faces in the learning process of oral

production, it is now necessary to conceptualize the most relevant aspects that describe it. In this

sense, Rivers (1972), points out that the discursive act is not only to select the message to be sent

and its encoding. Communication also involves, among other factors, the expression and

intention that the speaker has when sending his message. Thus, learning oral production involves

handling both grammatical, morphological, and phonological rules, as well as the cultural

context of the native speakers of the language to be learned. Generally, in the evaluation of oral

production, there are two approaches: The first of them has fluidity as an indicator of
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development and the second, precision. Fluency refers to the capacity or ability of the speaker to

express himself and make himself understood in an understandable and reasonable way without

giving relevance to the correct use of grammar or pronunciation since what is important is the

content of the message. Precision, on the contrary, focuses on the correct and precise use of these

linguistic aspects. The fluidity-centered approach is based on two fundamental criteria (Krashen

& Terrel, 1983). The first perceives communication as the key means to develop oral production.

The second one states that the student should receive a few corrections unless his performance

hinders communication.

Thus, in this approach grammatical errors are of little importance especially when the

student is in the first levels of language learning. Ebsworth (1998) assures that when too much

emphasis is placed on correcting grammatical errors, the acquisition and natural development of

oral production can be interrupted. The precision-oriented approach is more concerned with the

correct use of grammar; therefore, the repetitive practice of structures is inevitable in learning the

language. However, over time this has been revalued by new theories that reject this assumption.

In this regard, Stern (1991) assures that the abandonment of this approach is due to its low long-

term effectiveness. The main advantage of the fluency approach is that the main purpose of

language learning is communication and not repetition and memorization exercises. However, a

significant disadvantage of this approach is fossilization, a phenomenon that occurs when

grammatical errors that have not been corrected repeatedly appear, affecting the student's oral

production; fact that is not usually derived from the Precision approach since in this constant

feedback allows the student to be aware of their mistakes and be able to self-correct. The

ultimate goal of the development of oral production is to ensure that the student is able to express

himself when he needs and wants it, that he does it appropriately and that he is able to interact
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orally during a communicative practice. Therefore, it is necessary to consider both approaches,

not as isolated indicators, but as vital components of a successful oral production.

2.1.2 Foreign language anxiety (FLA)

With the purpose of understanding the main characteristics of the intent for this project, it

is necessary to examine the criteria corresponding to the emotional issues and its incidence in the

academic learning process of English as a foreign language, focusing on its influence through the

development of oral productions. When analyzing the emotional issues that can be experimented

in the academic context at the moment of putting into practice what is known about a foreign

language it is required to understand the nature of the most common issue in a classroom:

anxiety.

Anxiety is experimented by many people, influencing their normal life due to its

symptoms that can be emotional, physical, cognitive, and behavioral; It is normally associated

with internal and external stimulus that appear as a defensive reaction. However, anxiety is

different for each situation, Horwitz, (2001) distinguishes anxiety of people who are generally

anxious in a variety of situations (trait anxiety) from those who are anxious only in specific

situations (state anxiety).

Considering the importance of anxiety and its influence in the academic context, it was

necessary to define it as a unique anxiety linked with the learning of a foreign language, being

the principal concern of some theorist as Horwitz, Horwitz and Cope (1986) who conceptualize

FLA as an specific anxiety, their studies have given to the emotional issues of the students more

relevance at the moment of investigate learning; in the educational context the student is the

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most important element given that has allow to several investigators understand the process of

learning a new language and the influence of several factors over the learner’s abilities.

Throughout their study they established an instrument that was widely accepted to

measure classroom anxiety due to several failures at the moment of establishing a clear

relationship between anxiety and foreign language achievement (Tran, 2012 p.70) this

instrument was the Foreign Language Classroom Anxiety Scale (FLCAS). Although some

researchers have questioned its construct validity. In relation with this scale, they established

three related situation-specific performance anxieties: 1. communication apprehension, 2. test

anxiety, 3. fear of negative evaluation. Within the academic context these anxieties predominate

in interpersonal interactions necessary for the learning process, however Aida (1994) (as cited in

Dewaele, 2017), assumed they were the three only components of FLA and identified four

factors causing anxiety within a foreign language classroom environment: 1. speech anxiety and

fear of negative evaluation, 2. fear of failing, 3. comfortableness in speaking 4. Negative

attitudes towards the class.

Conversely Young (1990) listed six potential factors of FLA: 1. personal and inter-

personal anxieties, 2. learner beliefs about language learning, 3. instructor beliefs about language

teaching, 4. instructor-learner interactions, 5. classroom procedures, 6. and language testing.

Investigators such as Sparks and Ganschow (1991, 1993a, 1993b, 2007) also questioned

that: ‘‘while the components of FLA communication apprehension and fear of negative

evaluation are closely related to FLA, test anxiety is likely to be a general anxiety problem rather

than being specific to foreign language learning.’’ (Tran, 2012 p.72) to justify this MacIntyre

(1989) found that test anxiety contributed to the general anxiety factor and not to the
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communicative anxiety factor, thus suggesting that test anxiety is a general problem rather than

being specific to the foreign language classroom, But Horwitz (2010) (as cited in Tran, 2012

p.72) clarified her position that FLA is related to communication apprehension, fear of negative

evaluation and test anxiety rather than being composed of them as “misinterpreted” by Aida

(1994).

Campbell (1991) affirmed that the existing of FLA was only an excuse of students who

did not want to participate in language classes, but Chen (2015) argued that language anxiety is

not an excuse for students not to enjoy language classrooms and that teachers should be alert to

negative anxiety effects on students’ language learning process. Alrabai, (2015) consider FLA a

psychological (identity-based) construct rather than a linguistic (competence-based) construct

(Kráľová, 2016), and Clement (1980) stated that FLA is a complex construct that deals with

learners’ psychology in terms of their feelings, self-esteem, and self-confidence. Considering

these statements, anxiety in education needs to be analyzed from the psychological point given

that it affects the learner’s emotions causing them nervousness, fear, mental blocks and

insecurity.

MacIntyre and Gardner (1994), defined FLA as the feeling of tension and apprehension

specifically associated with second or foreign language contexts, including speaking, listening,

and learning, or the worry and negative emotional reaction arousal when learning or using a

second or foreign language. Horwitz et al. (1986) stated that language anxiety is related to

speaking more than any other skill, also students affirm that speaking is the most challenging

skill for them and where anxiety is most frequent. Communication is the principal goal when

learning a new language, but the obstacles that the learner will find can be an important motive

to desist or delay the“Formando

learning process. It is known that some learners are more successful at
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acquiring a foreign language than others even though the circumstances of their learning are

similar the reason is that each person has his own way of learning and confront the emotions

experimented when communication in a different language.

It is necessary to understand the main causes of FLA, ‘‘comprehending the cause as

something that produces an effect and the factor as something that contributes to the production

of an effect’’ (Kráľová, Petrova, (2017). The main causes are related with the students’

perceptions, they report that their biggest fear is being ridiculed when talking, this is because

speaking in a foreign language is often sensed as a “threat to peoples’ self-concept, self-identity,

and ego, which they have formed in their first language as reasonable and intelligent individuals”

(Horwitz, Horwitz, & Cope, 1986). In order to identify adult students’ beliefs about language

learning, Horwitz (1983) created an instrument called the Beliefs about Language Learning

Inventory (BALLI).

Interaction in class is guided by a teacher and he can also contribute to students’ anxiety,

for Ohata (2005) teachers’ perceptions play an important role in learners’ FLA as teacher is the

person in the classroom who can regulate the atmosphere, search for the signs of anxiety and

help students overcome it. That is why it is important that the teacher become a person who

inspires the students and develop activities where they can feel secure and without stress,

creating a confident space is useful for the development of the different activities.

Also learning a new language requires memorize a lot of words that help students express

their ideas when doing an oral presentation or for interacting with people, in relation with this

idea Tadjouri, (2017, p.4) explain that ‘‘students hesitate to speaking the foreign language

because of the limited amount of vocabulary that they have to express their thoughts and views’’
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the lack of vocabulary can increase student’s anxiety because they are unable communicate

properly. Thus, they need more preparation and practice to be well prepared.

As cited in Vacas (2018), speaking anxiety can also be expressed by several symptoms

that have been divided into three types:

1. Physiological symptoms that correspond to the physical symptoms and can be

observed, including fast heartbeat, clammy hands, nausea, dry mouth, trembling voice, leg

shaking, and rapid breathing. (Tadjouri, 2017)

2.Behavioral symptoms: students avoid speaking and prefer to keep silence, do not

express their views, and feel embarrassed and insecure when talking. (Tadjouri, 2017)

3. Psychological symptoms: Kanar (2011, as cited in Tadjouri, 2017) stated that students

with speaking anxiety experienced disorganized thoughts and negative self-talk, feel inadequacy

and forget what to say.

During the learning of a new foreign language, what is sought is that students acquire

skills in the development of basic skills, in other words, that they learn to cope when listening,

writing, reading, and, of course, speaking, the latter, also known as oral production, is one of the

most important skills for a proper application of the language in any context. It is relevant to

highlight that language anxiety is one of the main factors that affect student development in

essential components of oral production in English. According to these theories, foreign

language anxiety is a psychological state created by the student as a defense against the academic

environment where he is learning which encourages the study of this issue to bring future

investigations to focus on strategies that can help the overcoming of this problem. Also, these

theories have provided a broad

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be experimented in different situations (academic, professional, or social) and that sometimes

delay or affect the development of an activity.

2.2 Conceptual framework

Communicative competence

Communicative competence is the ability of a person to behave effectively and

appropriately in a given speech community; this implies respecting a set of rules that includes

both those of grammar and the other levels of linguistic description (lexicon, phonetics, and

semantics) and the rules of language use, related to the socio-historical and cultural context in

which the communication takes place. (CERF, 2001)

Defined as the capacity that the student has to use his knowledge on the formal and

sociolinguistic aspects of the language to communicate adequately. In other words, it focuses on

the idea that the student learns the language, instead of just practicing a grammatical structure,

instead, through practice the student is forced to master the grammatical structure. (Hymes,

1972)

Oral Production

It is a communicative ability that covers not only a command of pronunciation, lexicon,

and grammar of the target language but also sociocultural and pragmatic knowledge. It consists

of a series of micro-skills, such as knowing how to contribute information and opinions, agree or

disagree, resolve conversational failures, or know in which circumstances it is pertinent to speak

and in which ones it is not. (CERF, 2001)

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Anxiety

Anxiety is a problem that affects several people especially when they have to interact

with another person. According to Zhanibek (2011) “Anxiety is a complex psychological

construct consisting of many variables”. Commonly this issue is associated with a mental threat,

to which the subject has to confront.

Foreign language anxiety

This term differs from the general anxiety however it is more specific only experienced

by Foreign or Second language learners, this due to the inevitable practice of the language that is

being learned, and is attributed to a psychological phenomenon peculiar to language learning

(young, 1992) from other side Horwitz, Horwitz and Cope (1986) define it as a distinct complex

construct of self-perceptions, beliefs, feelings, and behaviors related to classroom language

learning arising from the uniqueness of language learning process.

Speaking anxiety

This is a subcategory of the foreign language anxiety, where the learner becomes anxious

when speaking in public. The biggest fear of a language learner is making mistakes; students do

not want to be ashamed in front of their partners and most of them assumed that when speaking a

foreign language mistakes are forbidden and are a synonym of failure, which increase speaking

anxiety. According to Hanifa (2018) it exists several sources that cause speaking anxiety such as

cognitive factors which can involve the familiarity with the topic, affective factors related with

feelings or attitudes towards the topic and/or interlocutors and performance factors which can

include time pressure to speak and environmental conditions.

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2.3 Literature review

The foundations of research on foreign language anxiety go back to Scovel (1978),

Spielberger, (1983) Horwitz, Horwitz and Cope (1986), Young (1990), and Aida’s (1994) work,

who approached to describe the nature and characteristics of anxiety and its relationship with

student’s success.

It was found that anxiety was a prevailing feeling in Foreign or Second language students

which highly influenced students’ performance; thus, researchers as MacIntyre (1995), Sparks

and Ganschow (1995), Argaman and Abu-Rabia (2002) investigate the effects of FLA in

students’ achievement, these studies found a significant relationship between language anxiety

and the communications skills therefore MacIntyre (1995) argued against Sparks and Ganschow

‘‘indicating that anxiety arousal could act as a causal agent in creating individual differences in

second or foreign language learning’’.

Later the investigations were oriented to the development and implementation of

instruments to assess the level of anxiety in the students, and researchers such as Gardner et al.

(1979), MacIntyre and Gardner (1989), Horwitz et al. (1986), evaluating the level of anxiety in

learners considering several variables such as negative performance expectancies, social

comparisons, and psychophysiological symptoms. However, the most appropriate instrument

was the scale developed by Horwitz et al. (1986), aiming to assess communication apprehension,

test anxiety and fear of negative evaluation associated with language anxiety, which was highly

accepted and utilized in further studies.

Thus, this section briefly summarizes some studies carried out in the study area related to

language anxiety in oral productions that are used as antecedents of the present work at the
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international, national, and local levels. Therefore, two categories have been considered as main

references for this part, firstly the causes and influence of FLA in the process of learning a

foreign language are examined and secondly it was considered the importance to analyze the

main causes and effects of anxiety among English students during their oral productions.

2.3.1 Main causes and influence of foreign language anxiety (FLA) in EFL students.

Learning a second language is an experience that produce many emotions and a

considerable number of learners express that they have felt anxiety in a moment of the learning

process. Studies conducted by some researchers such as Alrabai (2014), Oda and Ali (2013),

Kamaruddin and Abdullah (2015), Szyszka, (2017) analyze the causes and influences of anxiety

in the foreign language learning process and have found a negative correlation in it.

Alrabai (2014), Oda and Ali (2013), examined in their studies the levels of anxiety that

EFL students experiment when learning and participating in class. These studies have revealed

that the participants presented high levels of anxiety associated with communication anxiety,

comprehension apprehension, and negative attitudes toward English class, being their main

sources of anxiety. Considering these results Alrabai (2014) considers the teachers’ role as an

important mediator in alleviating language anxiety among learners. Likewise, Oda and Ali

(2013) consider the external factors such as the classroom atmosphere and teachers as the main

cause of anxiety due to its role of controller or dominator; in consequence, students usually feel

nervous or oppressed.

On the other hand, Kamaruddin and Abdullah, (2015) implemented a mixed-methods

research design to investigate the levels of English language anxiety, the specific skills in which

students find themselves the most anxious, its causal factors, and strategies to cope and alleviate
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FLA. In this study it was analyzed the influence of anxiety over listening, writing, speaking, and

reading comprehension, and in their literature review there were considered some authors such as

Christenberry (2001) and Riasati (2011) who stated that listening is a problematic skill that

causes anxiety due to three reasons: first, the speed in which the speakers produces his/her

utterances; second, the different intonation which makes language comprehension difficult, and

the last reason is unfamiliar words and expressions.

In relation with speaking skills Hadziosmanovic (2012), (as cited in Kamaruddin and

Abdullah, 2015) expresses “that speaking in the ESL is not exclusively the source of the anxiety,

but that speaking in front of the class is”; therefore, it implies that students can feel anxious due

to the lack of vocabulary and problems with grammar rules and pronunciation at the moment of

speak and also cognitive difficulties related with their fear of failure and making mistakes.

Rajab et. al. (2012) and Mohd. Zin & Rafik-Galea (2010) (as cited in Kamaruddin and

Abdullah, 2015) found that reading skill is less experimented among Malaysian students. This

suggests that while presenting a reading task, students have more control of their emotions

because there is no pressure, however it can be presented when students need more time to finish

the reading task (Kamaruddin and Abdullah, 2015; Loghmani & Ghonsooly, 2012)

Finally Kamaruddin and Abdullah, (2015) cited three past studies on language anxiety

and writing skill conducted by Ucgun (2011), Rankin- Brown (2006) and Brouwer (2012),

demonstrating that “writing anxiety have influenced students’ language learning regardless of the

different stages or ability (i.e. beginner or advanced language learner), Hence, writing anxiety

may also be an outcome of various factors that create difficulty in the process of learning and

producing a writing piece in the target language which is English”. Therefore, writing skill is
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also an important source of FLA however it must be studied from a different perspective since

the development of such activities involves different conditions. According to this studies

anxiety can be experimented in a different way depending on each skill, due to the way in which

they are developed, it can be supposed that a task like an oral presentation can be more difficult

because the student has to be in front of his classmates in accordance with this idea the authors

stated that sometimes students prefer to remain silent instead of risking humiliation or

embarrassment due to their mistakes, also the teacher is a source of anxiety because of his

personality, and some feelings like fear or discomfort can appear; Gałajda, (2017) stated that

“anxious learners become unwilling to communicate with other students and the teacher and

avoid communication in general. This might lead to insufficient language practice and

consequently poor academic results”; hence, it is important to work in making the classroom and

space where students feel confident, and the attitude of the teacher must be good and positive.

On the other hand, in writing or reading skills anxiety can be controlled, students can

learn how to deal with these feelings implementing some strategies that sometimes help them, in

their study Kamaruddin and Abdullah, (2015) found relaxation and preparation as the most

coping strategies used by highly anxious students. Other findings revealed that the majority of

the university students had moderate level of self-perceived anxiety in an English language

classroom; instructor-students interaction is considered the main factor contributing to anxiety;

and writing skill is identified as the most anxiety-provoking skill.

Conversely, in her book Szyszka, (2017) identified the internal and external causes of

anxiety which can affect students’ performance such as learner beliefs, self-perception and

competitiveness as internal causes, also this causes include others established in previous studies

of Horwitz, et al. (1986), which are communication apprehension, and fear of negative
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evaluation thus, it can verify the results presented in their study. Also, Szyszka, (2017) cited

Young, (1991) and Ohata, (2005) who established the external factors affecting levels of

language anxiety which refer to instructors’ beliefs about learning and teaching, instructor-

learner interactions, and classroom procedures and language testing. The statements found in this

book show a similarity with the studies analyzed above, which has revealed that most of the

main causes that produce anxiety in students' learning skills are correlated.

2.3.2 Main causes and effects of anxiety among English students during their oral

productions.

To better understand the phenomenon of communication in the foreign language

classroom, it is necessary to mention some factors and definitions about anxiety in oral

communication and its development. Furthermore, in this context, it is worth highlighting many

investigations carried out by McCroskey et al. (1976).

While language anxiety is a set of self-perceptions, beliefs, feelings, and behaviors

related to language learning in the classroom that arises from the uniqueness of the language

learning process (Horwitz, Horwitz & Cope, 1986), apprehension a communication is the level

of fear or anxiety in an individual associated with real or anticipated interactions with other

people (McCroskey, 1997). Conversely, to Fernández & Abascal (2003) “Anxiety is a

threatening information processing system that allows the mobilization of preventive actions in

advance”. In other words, a student is likely to feel anxious in a situation where he faces an oral

production, for which he does not feel prepared, either because he does not have sufficient

grammatical support or if the environment is not suitable for him. This emotion can positively

and negatively affect the student since in small amounts it can enhance the acquisition making it

more effective, but, on the other hand, if it is excessive it can interfere with the understanding of
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a topic affecting the assimilation of concepts, the elaboration of complex messages and memory

to remember vocabulary. In addition to anxiety, there are other emotions that influence learning,

so it is necessary for the student to learn to accept and control them so that they do not become

an obstacle. Research carried out in this field by numerous researchers has also supported the

fact that language anxiety is one of the important factors hindering the learning of a foreign

language and negatively influencing the performance of language learners. In general, the

findings reached by many researchers such as Horwitz et al. (1986), MacIntyre (1989), Young

(1991), Aida (1994), MacIntyre (1995), Saito and Samimy (1996), Coulombe (1998), Horwitz

(2001) concluded that language anxiety has a large negative effect on the performance of second

language learners; Anxious learners perform less well than those who experience less anxiety;

there is a negative correlation between language anxiety and the marks obtained in the foreign

language course; despite the learner’s best efforts, anxiety negatively influences their academic

success. However, other researchers have examined the effects of language anxiety, but in a

more specific way they have dealt with its consequences on the four language skills, namely

written production, written comprehension, oral comprehension, and oral production. Among

these skills, it was found that speaking was the skill causing more anxiety in learners’

performance: it turns out to be the most problematic concerning the development of anxiety

(Horwitz et al, 1986; Price, 1991, cited by Philips, 1992; Young, 1991; Young, 1992; Cheng et

al, 1986; al., 1999). Indeed, research shows that learners experience the most language anxiety

during speaking lessons and mainly when they have to speak in the target language, that is to say

in the foreign language that they learn. Some things like self-confidence (low self-confidence

creates more anxiety), the possibility of failure (even a small possibility is enough to avoid

talking), past failures (the major effect of bad experiences in the past), negative evaluation (the

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more the learner is confronted with negative evaluations made by others, the more he

experiences anxiety during the next activities) are reasons for anxiety in speaking (Cheng et al.

1999, p. 436). Since the anxiety experienced in speaking is mostly manifested as a real problem

and since speaking has always been considered “the paragon of mastery of a foreign language”

(Defays, 2003, p. 244), It is the language anxiety felt during speaking that was the main object of

our study. Therefore, as mentioned above, communicating in foreign languages is not always as

easy and ideal as one might think. Unfortunately, classes are often full of silence and the teacher

is the only one speaking, while the students they listen. For this reason and thanks to the studies

carried out, the focus of the investigation will allow us to determine the factors by which it is

happening.

Taken into above, this review of related literature on FLA shows that FLA is the main

issue that students had to face with when having contact with a new language; however,

researches have helped to have a better understanding of this specific anxiety based on these

studies it has been found that is still needed more confirmatory studies based in other

components that could expand our knowledge about this academic issue taking into account all

the context surrounding the students. These studies highlight the negative effects of FLA over

the learners and shows the well-known instrument designed by Horwitz et al. (1986) that has

been used to measure the anxiety levels among language learners. For that reason, this study will

follow Horwitz et al (1986) instruments considering other components established by Young

(1990) to make a complete search of the main factors affecting student’s communication. Also

considering that the language program of the University of Pamplona needs further studies to

understand in a deep way the students’ perception while learning a second language.

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 CHAPTER III

Methodology

In this section, it is presented the methodology that will be implemented throughout the

research in order to find and provide significant results that can contribute to the academic

context. This section is divided into four categories which are Methodological approach and

Design where it explains the type of research and design that better adapts to the problem, also

the setting where this investigation will be applied, the population participants and sample which

is very important because the participants will allow finding the results to this research and

finally the Data collection techniques and instruments that will be applied with the consent of the

participants.

3.1 Methodological approach and Design

In order to capture the diverse range of subjects’ experiences, the mixed approach was

considered an appropriate strategy as “the combination of qualitative and quantitative approaches

provides a more complete understanding of a research problem than either approach alone.”

(Creswell. 2014) Also, a mixed research is defined by Creswell (2014) as “approach to inquiry

involving collecting both quantitative and qualitative data integrating the two forms of data, and

using distinct designs that may involve philosophical assumptions and theoretical frameworks.”

(p. 32) In other words, in this approach qualitative and quantitative methods are developed in one

study to have a broad overview of the problem that is being investigated and data collection and

results of both methods are dependent.

Considering that the research objective is to recognize which negative factors are

associated with the development of FLA in the oral competence development in EFL learners, it

was considered to develop an Exploratory Sequential Design (DEXPLOS) since it better fits to
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this research, this design consists of two phases, in the first phase qualitative data is collected and

analyzed and in the second phase quantitative data is collected and analyzed (Sampieri,

Fernandez and Baptista, 2012).

According to Sampieri, Fernandez and Baptista, (2012) It is useful for those who seek to

explore a phenomenon, but who also want to expand the results. A great advantage of

DEXPLOS is that it is relatively easier to implement because the stages are clear and

differentiated. Thus, based on the objectives of this research the participants are strongly

associated with the situation that is being studied, and the use of both approaches (qualitative and

quantitative) provide a complete source of data to understand this issue.

Otherwise, the chosen design is defined by Creswell (2014) as “a design in which the

researcher first begins by exploring with qualitative data and analysis and then uses the findings

in a second quantitative phase, and the second database builds on the results of the initial

database.” (p. 276), with this design better measurements can be developed, and a few

individuals can be used in the first phase to see if data can be generalized to a large sample of a

population (in quantitative phase) (Creswell (2014). Additionally, there are two design methods

according to the purpose of the study which are derivative and comparative. For this research it

has been considered the comparative method as the most appropriate design to carry out,

considering the explanation by Sampieri, Fernandez and Baptista, (2012) in this case, in the first

phase, qualitative data is collected and analyzed to explore a phenomenon, generating a database;

Later, in the second stage, quantitative data is collected and analyzed and another database is

obtained (this last phase is not completely built on the platform of the first, as in the derivative

mode, but the initial results are taken into account: errors in the choice of topics, complex areas

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to explore, etc. The findings of both stages are compared and integrated in the interpretation and

preparation of the study report.

This means that this design provides enough understanding of the specific case stated

which is anxiety from general points of view, and it helps to know in depth the main causes of

this issue and come to clearer conclusions that allow future researches to establish strategies that

help overcome this issue

3.2 Setting

This mixed-method research is carried out at the University of Pamplona, located in the

Norte de Santander department in Colombia. Which has three university campuses in the main

headquarters; it also has offices in the municipality of Villa del Rosario and in the city of Cúcuta,

as well as several Regional Centers for Distance Education (CREAD) in different cities of the

country. The University of Pamplona was born in 1960, as a private institution, under the

leadership of the priest, José Rafael Faría Bermúdez. In 1970 it was converted into a

Departmental Public University, by Decree No. 0553 of August 5, 1970, and in 1971 the

Ministry of National Education empowered it to grant professional degrees according to Decree

No. 1550 of August 13. It should be noted that this institution has forty-six academic programs

divided into seven faculties, which are the following: the Faculty of Arts and Humanities, the

Faculty of Agrarian Sciences, the Faculty of Sciences, the Faculty of Economic and Business

Sciences, the Faculty of Engineering and Architecture, the Faculty of Health and finally we

distinguish the Faculty of Education, where this research is developed; This faculty is divided

into three departments that are in fact subdivided into five academic programs, inside this

programs it is found the foreign language program which offers the bachelor degree of Foreign

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Languages English - French, which has more than 55 years dedicated to the training of

professionals in the education and dissemination of foreign languages.

3.3 Population, participants and sample

The population to be analyzed in this research focuses on students of the Bachelor degree

in Foreign Languages English - French from the University of Pamplona who are studying the

sixth semester of English as a foreign language, whose ages vary between 19 and 24 years; the

linguistic level is B2.2 based on the hourly intensity that the CEFR suggests to achieve this

proficiency.

In the following table you can see the time relationship adopted by the Bachelor of

Foreign Languages program of the University of Pamplona, according to the level of hours

required in the CEFR (Pedraza, 2019):

COMMON DEGREE IN
EUROPEAN HOURLY FOREIGN HOURLY
FRAME OF INTENSITY LANGUAGES INTENSITY
REFERENCES ENGLISH
FOR LANGUAGES FRENCH
A1 Elementary English 128
I A1.
A2 180 – 200 Elementary English 240
II. A2.
B1 350 – 400 Intermediate 352
English I B1,1.
Intermediate 464
English II. B1,2.
B2 500 - 600 Advanced English I 576
B2,1.
Advanced English II 704
B2,2.
C1 700 - 800 Academic Text 784
Production in
English. C1,1.
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 Anglophone Culture 848
and Thought. C1,2.
Anglophone 912
Literature. C1,2.
Table 1 Comparison of hourly intensities of the CEFR and the Degree.

Regarding the selection of the participants of this study and bearing in mind that this

research is a mixed study it is decided to carry out a purposeful sampling with six individuals,

this means that “researchers intentionally select individuals and sites to learn or understand the

central phenomenon” (Creswell, 2012 p. 206). In other words, the participants that best relate

with the characteristics of our study are selected to participate in the investigation. For the first

instance, it was considered the Homogeneous Sampling which is a sampling where the

researcher purposefully samples individuals or sites based on membership in a subgroup that has

defining characteristics. To use this procedure, you need to identify the characteristics and find

individuals or sites that possess it” (Creswell, 2012). Thus, considering those individuals in this

research make part of a specific group which is the sixth semester of the foreign language

program where they share specific characteristics related with our main issue which is the factors

causing foreign language anxiety.

3.4 Data collection techniques and instruments

For the phases of exploration and identification of the problematic situation of this

qualitative investigation, four instruments and techniques of data collection were used:

observation, field diary, semi structured interviews, and a self-development test. Then, the

instruments and techniques in question will be explained.

3.4.1 Class Observation

   According to Hernández et al. (2004) this instrument recognizes and understands the

processes and relationships between subjects and situations and the patterns that develop within
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them. Likewise, this technique allows to extend the personal perceptions of the researcher on the

forms of organization, the actions of the participants, their needs, and the characteristics of the

groups, linking patterns such as the frequency of interactions. (Hernández et al., 2004).

The first moment of observation of this research aimed to identify the problematic

situations in the classroom of the intermediate Advanced English II in relation to oral production.

Observations were guided through an observation protocol which allowed researchers to

recognize the anxiety attitudes experienced when students speak in the target language.

Other moments of observation were carried out during the sessions, with the purpose of

evidencing the change or impact of this in the study population. The different events or situations

were also be recorded in other instruments, which will be discussed below.

3.4.2 Field diary

The field diary was the technique through which the researchers took the pertinent notes

of the observation processes to explore, and identify, the information collected for the research.

Martínez (2007) proposes three fundamental elements for field diaries, which were taken up in

this investigation. The first, the description: detailed and objective descriptive writing of the

context in which the investigated problem situation develops. The second, argumentation:

deepen the situations and relationships that have been described. And finally, interpretation: the

relationship of the facts with the experience of the investigator to understand and give an

explanation of what is happening.

3.4.4 Reflective Journal

The reflective journal allowed researchers to analyze, and interpret the information

collected in the observations required during the research. According to Lindroth (2014) Journals
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have been particularly effective in encouraging reflective thought. Also, Krol (1996) stated that

journal writing “is an approach that fosters reflection, and it is an effective source of dialogue

between student and teacher. In other words, reflective journals have many positive benefits that

can help understand what happens during the observation and why it happens and to have a deep

analysis of the process of data collection.

In order to analyze the experiences during the observation, it was considered Schön’s,

(1983) framework named “Reflection before, during and after a learning process” as the most

appropriate model to conduct the reflective process.  Also having into account that field notes are

another data collection instrument that is being implemented (observation protocol) it is

considered that this model allows mixing the data collected inside the field notes and the

reflective journal in that order it was proposed a chart where Schon’s model will be developed.

3.4.5 Semi-structured Interviews

This instrument is defined by Hernández et al. (2004) as “a meeting to talk and exchange

information between one person (the interviewer) and another (the interviewee)” (p. 403), which

was done with all the students in the sample at this level at the foundation. Hence, two semi-

structured interviews were carried out. The first interview aims at understanding how students

feel when performing oral presentations inside the classroom, it is considered the atmosphere of

the class and the influence of teachers and classmates. The second interview was implemented to

know the influence that FLA has over student’s academic performance. Additionally, these semi-

structured interviews allowed informants to freely express their opinions on their own terms. In

this way, semi-structured interviews can provide reliable and comparable qualitative data.

Elizalde (2018). Therefore, semi-structured interviews were used to identify the students’

perceptions and the factors that cause foreign language anxiety in the student’s oral production.
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3.4.6 Test: Foreign Language Classroom Anxiety Scale (FLCAS)

With the purpose of collecting quantitative data, it was adopted and adapted the Foreign

language classroom anxiety scale which was introduced by Horwitz and Cope (1986) as an

instrument to measure anxiety levels that consist of thirty-three items, it was consider using this

scale because it has been widely accepted and has provided more conscious results.

3.5 Timeline of activities

In order to organize, execute and keep under observation all the activities that were

developed it is important to establish a timeline that helped with the planning of the time because

timelines are commonly used as effective tools which are simple and accessible.

In the following chart it can be find the activities to be developed during the developing

of this research:

Week Date Description/Activit Participants Objective Observation

y
1 September Reviewing and Tutor and To Present the
1st-4th. correcting the Researchers corrections
research proposal. made in the
project.
2 September Reviewing and Tutor and To Present the
. 7th-11th. correcting the Researchers corrections
research proposal. made in the
project.
3 September Creation of the first Researchers To create the
. 14th- semi-structured first semi-
18th. interview. structured
interview to be
presented to
the tutor in
order to
receive the
necessary
corrections.
4 September Creation of Researchers To create the
. 21st- “Formando
permission letters.
líderes para la construcción de un nuevo país en paz”
permission
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 25th. letters in order
to be presented
to the teacher
to have his
permission to
observe the
classes.
5 September Creation of the Researchers To create the
. 28th - validation format and the validation
October. teacher. format to be
2nd presented to
the teacher
who will
validate it.
6 October. 1ST EXAMS Researchers To present the
5th - 9th. and tutor current
evidence about
the project.
7 October To send the letter of Researchers To ask for
12th - permission to the and permission to
16th. teacher. participants. observe the
To make corrections classes. To
of the instruments. ameliorate the
To create the data collection
observation protocol. instruments
and to create
the observation
protocol that
will guide the
observation.

8 October To create the Researchers To organize

19th - reflective journal how the data
23rd. which will be collected will
implemented in order be analyzed.
to reflect about the
data collected
through the
observations.
9 Oct 26th - To make the first Researchers, To do the first
30th observation. and observation to
To create the letters Participants know the
of consent and send students and
them to the select the
participants. possible
To make the first participants.
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 analysis in the To analyse the
reflective journal. data collected
in the
reflective
journal.

10 Nov 2nd - To do a Second Researchers To observe and

06th observation. and analyze the
To ask the participants. development
participants selected of the class
their permission to and the
participate in the student’s
interview. behavior.
To implement the To implement
first semi-structured the first semi-
interview. structured
To create and send interview, to
the second reflective know the
Journal. perceptions
that foreign
language
learners have
towards oral
productions.
11 Nov 9th - .2nd TERM EXAMS Researchers, To present the
14th Third Observation. tutor. current
evidence about
the project and
the data
collected.
To observe
students' oral
productions
during their
exams.
12 Nov 16th - To implement the Researchers To apply the .
20th second semi- and second
structure interview. participants. interview to
continue the
process and
gain a wide
understanding
of the issue
that is being
studied.
13 Nov 23rd - To do a Third and Researchers To gain a wide
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 27th Fourth observations. and understanding
To create and send Participants. of
the permission letter students’
to the FLCAS’s performances
author. by
To adapt the FLCAS doing another
according to the observation.
objectives To adapt the
established in the test that will be
research. implemented
To create the in order to
questionnaire from measure the
the test on Google anxiety levels
forms. experimented
To create the Third by the
and fourth reflective participants,
journals. and to send the
permission
letter to the
FLCAS’s
author.
14 Nov 30th – Fifth and Sixth Researchers To observe the
Dec 04th observations and and development
data collection participants of the class,
through the FLCAS. and students’
attitudes
towards the
class. And to
implement a
test which the
FLCAS, which
will help us to
measure the
levels of
anxiety.
15 Dec 07th To finish the data Researchers To complete
-11th collection process and the process of
through the FLCAS. Participants. gathering data.
Creation of the To present the
research report to be final exams.
presented to the
tutor.
16 Dec 14th - THIRD PERIOD Researchers To present the
Dec 18th EXAMS. and tutor. current
evidence about
the project.
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Table 2 Chronogram of activities

3.6 Data collection process

Data collection process has been carried out based on the timeline of activities, which has

been modified due to some delays such as the permission that the teacher in charge of the class

had to give to the researchers.

To start this data collection process, it was important to send a permission letter via email

to the teacher from the group that would be observed. There were some delays to start the

observation due to a meeting that the professor had the day the class would be observed, and it is

considered that the teacher has many compromises and sometimes emails are not checked

frequently, for this reason, the first observation was implemented in the third week after exams

(Oct 26th – 30th). Also, it was proposed to observe twice a week (Fridays and Saturdays) but on

Saturdays there has not been taught because the professor has given this day to the students for

them to prepare the presentations from the next weeks.

In order to cover the class to share the main ideas of the project with the students, it was

asked the teacher to allow the researchers to present themselves at the end of the class and

explain the process that was being developed. Students were attentive and collaborated with the

process and the email with the consent letter was sent the next week in order to ask them to allow

the researchers to make them part of the data collection. However, it was necessary to call some

of them and remind them that they had to respond to the letter sent through email and

considering those who answered positively were selected six of them to be part of the project.

At the moment only three participants have answered the first semi-structured interview

which was implemented through

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líderes para forms
la construcción de unbecause this
nuevo país en paz”platform facilitates the process of
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data collection instead of calling them via telephone or video conference. It is considered that via

google forms they have more freedom to answer at their rhythm and with no pressure.

In relation to the class observations, it has been implemented in the reflective journals

mentioned in the data collection instruments’ section, also the observation protocol with the field

diary has been taken into account with the purpose of taking notes about what is observed. These

instruments have been very useful because they allow us to recover the information and analyze

it considering all the information collected because classes have been very dynamic due to the

activities developed by the teacher because during the two observations the topic of the classes

has been based on doing oral productions. For example, in the first observation which was about

presenting a representative character of Halloween, it was noticed that students had a previous

preparation of the presentation which decreased the anxiety levels, in contrast during the second

observation about presenting an invention some anxiety levels were noticed because it could be

analyzed why these emotions were experimented, for example, due to the reading made while

presenting the exposition and pronunciation mistakes. Also, it has been relevant to the fact that

the professor encourages his students to talk, he always congratulates them which is a very

positive action that motivates them to improve their oral performances.

The third observation was proposed by the English professor in charge, he invited the

researchers to observe the development of the exams that were carried out during the eleventh

week (Nov 9th - 14th) in which it was allowed researchers to observe the behavior shown by the

students during a spontaneous conversation which also would have them under pressure.

However, it could not be observed because the professor did not reply to the email of permission.

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 Finally, it is expected that all the participants complete the interviews and to continue

observing the classes to obtain a complete source of data to understand the issue that is being

studied.

3.7 Implementation of the data collection instruments

During the data collection process it was necessary to develop some protocols to

implement a formal process, which consisted of sending one letter of consent to the teacher in

charge of the class that would be observed, and another one to the participants selected, to

implement two semi-structured interviews and one test which were previously validated; on the

other hand it was necessary to implement other data collection instruments such as reflective

journals, field notes and one observation protocol.

In order to understand the process carried out, the instruments used will be described

below:

3.7.1 Permission letters

These instruments were created to formally request the teacher in charge of the course his

consent to observe the classes, (Appendix A ) and to request the students their participation in

the research. These letters contained relevant information of the research such as the general

objective, the purpose, and the way in which the data will be collected. On the other hand, it was

explained the importance of their participation and how the information collected will be used,

this means that the ethical considerations established in the project were also informed.

The letters were sent via email, and with the purpose of ensuring the voluntary

participation of the students, it was requested them to sign and reply the email containing the

same letter. Finally, all the participants confirmed their participation with their signature.
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3.7.2 Selection of participants

With respect to the selection of participants, the purposeful sampling was implemented to

fulfil the requirements of this process. This means that after meeting the participants in the first

observation, six of the students who fit the requirements of the research were chosen.

In order to have their permission, it was necessary to ask them for their email with the

purpose of sending a letter of consent that they had to sign and send it back if they would accept

to be part of the research. (Appendix B ).

3.7.3 Semi-structured interviews

Two semi-structured interviews were implemented as stipulated in the schedule. The

design of these interviews consisted of asking the participants open questions related to their

English learning process. (Appendix E) In this sense, the objective of the first interview was to

know the perceptions that foreign language learners have towards oral productions; that is why

the questions were focused on the perceptions about the oral productions and the environment of

the class. The second semi-structured interview objective was focused on discovering the main

causes of foreign language anxiety, reason why it was pertinent to include questions focused on

the emotions associated with the anxiety experienced while talking in class. (Appendix F)

Furthermore, these questionnaires were implemented through Google Forms due to the

facility that this platform offers and due to the virtuality, that we have had to face academically

this year. Also, as previously stated the questions asked in this research were used in the

participants’ mother tongue in order to avoid misunderstandings.

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3.7.4 Test: Foreign language classroom anxiety scale (FLCAS)

Taking into account that this research is based on a mixed design, it was necessary to

implement an instrument that allowed to collect quantitative data, and considering the purpose of

this study about adopting the FLCAS created by Horwitz and Cope (1986), that helps to measure

anxiety levels experimented by the foreign language students.

At the beginning it was proposed to implement the original scale; however, after

analyzing it was noticed that some items were not related to the context and the objectives of the

research. For this reason, the scale was adapted to collect the data, and later uploaded in Google

Forms to use the Likert’s scale format for the participants to answer it. (Appendix G)

3.7.5 Permission letter sent to Elaine Horwitz

Because the FLCAS was designed by Horwitz et al. (1986) it was important to respect

copyright, so taking into account the ethical considerations, it was created a letter requesting the

permission to adopt and adapt the scale (Appendix H ). The letter was sent via email,

containing information about the researchers and the investigation that is being developed

(objectives, purpose, setting, participants); also, there were attached those changes that were

made in the items of the scale, at which she answers allowing the researchers to implement her

scale. (Appendix I)

3.7.6 Validation Process

Regarding the validation of the aforementioned instruments, once these were created,

reviewed and corrected, it was created a format where the summary of the research was attached

with the questions that were used in each questionnaire.

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 The validation process was sent in a digital way and was carried out with the help of two

researchers and the tutor of the investigation, who reviewed it and sent the comments that

suggested the corrections to be implemented in some of those questions. After obtaining the

suggestions and making the corrections the instruments were implemented.

3.7.7 Class observation

Regarding the data collection it was also implemented the class observations that helped

to know the participants and to observe their behavior and their oral performance in a real

context. In order to access these classes, first of all it was sent the permission letter to the

teacher. After receiving the positive answer, it was asked him the link to get into the class.

However, some classes have not been able to be observed due to some problems that the teacher

in charge of the course has had. These situations have not affected the data collection process

and the implementation of the interviews.

3.7.8 Field notes

As a way of taking notes about what is being observed during the class it was

implemented as a field diary, to be used as a complementary instrument that allows to make a

summary of the activities developed in the class. The notes made in this instrument are taken in

an online google document because it facilitates the asynchronous note-taking and allows to

know in real time the information provided by the second researcher.

3.7.9 Observation protocol

The observation protocol was created based on the naturalistic observation which is a

type of observation that involves observing by studying the spontaneous behavior of participants

in natural surroundings. So, this observation protocol has been a register of the students’
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participation made without any manipulation and the researchers have been limited to observe

and take notes of what has been observed in the activities of the classes. The instrument was

created by the researchers and it contains the information of the students who participate and the

corrections or comments that the teacher makes after their oral productions. (Appendix C)

3.7.10 Reflective Journal

In the same way, following the research timeline of activities, four week-journals were

carried out, this reflective journal was implemented through online google documents, and

consisted of a chart based on Schön’s, (1983) framework named “Reflection before, during and

after a learning process”. It consists of three entries (before the experience, during the

experience, after the experience) that allowed to describe the process that was developed, and the

important facts observed during the classes. (Appendix D)

With the purpose of repairing the information collected, each week the researchers met by

means of a video call in order to socialize and organize the data collected during the class and the

information was registered in a new entry.

3.8 Data Analysis

Data analysis in mixed studies is based on the method design that is being used,

considering that this study follows an exploratory sequential design for the qualitative data to be

analyzed separately from the quantitative one. For this sense, Onwuegbuzie and Combs (2010)

stated that researchers have to analyze mixed data (both the quantitative and qualitative) as well

as to integrate the results that stem from both the quantitative and qualitative analysis “in a

coherent and meaningful way that yields strong meta-inferences (i.e., inferences from qualitative

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and quantitative findings being integrated into either a coherent whole or two distinct sets of

coherent wholes)”  

3.9 Method of data analysis and validation

The data validation process has been conducted through “triangulation” which is an

approach used by researchers for analyzing the data collected by different means. For this sense,

triangulation is a process of combining data from different sources to study a particular social

phenomenon (Hales, 2010); also, Johnson & Christensen (2008) defined it as a validation

approach based on the convergence of results obtained by using multiple investigators, methods,

data sources, and/or theoretical perspectives.

In order to better define what this term is about, Denzin (1978) defined four types of

triangulation:

1. Data triangulation: it uses a variety of data sources including time, space, and

people in a study. This method is very reliable due to its help to corroborate findings and

compensate for possible weaknesses within the data with the strengths of other data, thereby

increasing the validity and reliability of the results.

2. Investigator triangulation: is the use of more than one investigator, interviewer,

observer, researcher or data analyst in a study. The ability to confirm findings across

investigators — without prior discussion or collaboration between them — can significantly

enhance the credibility of the findings. Investigator triangulation is particularly important for

decreasing bias in gathering, reporting and/or analyzing study data.

3. Theory triangulation: is the use of multiple theories or hypotheses when

examining a situation“Formando
or phenomenon. It analyzes
líderes para la construcción a situation/phenomenon
de un nuevo país en paz” from different
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perspectives, through different lenses, with different questions in mind. The different theories or

hypotheses do not have to be similar or compatible; in fact, the more divergent they are, the more

likely they are to identify different issues and/or concerns.

4. Methodological or method triangulation: It uses multiple methods to study a

situation or phenomenon. The intention is to decrease the deficiencies and biases that come from

any single method. In other words, the strengths of one method may compensate for the

weaknesses of another.

Considering a mixed study was developed, it required researchers to collect different

kinds of information, data triangulation was considered as the most suitable method to analyze

what was collected and also to corroborate for flaws in the gathering process with the strengths

of what other instruments could have provided; in that sense, the validity and reliability of the

results will increase. (Denzin, 1978)

Taking into consideration this study followed the Exploratory sequential design

(DEXPLOS), data were analyzed in the same order they were collected: first qualitative data

were organized in a google document since it facilitates the collective work, putting all the

questions in order with the respective answers; then, the information was coded following the

concept of Inductive codes that stated that codes are established by directly examining the data,

and this codes were organized in tables as it is explain in the following section:

3.9.1 Qualitative data Analysis

First, qualitative data was analyzed (two semi-structured interviews) in which four

categories emerged: Sources of Foreign Language Anxiety, Symptoms of Foreign Language

Anxiety, Negative effects in the oral Communication, and Strategies to cope with Foreign
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Language Anxiety; furthermore, these categories helped to discover the perceptions that the sixth

semester students had about their oral proficiency (first interview) and the reasons that cause

foreign language anxiety during their oral performances in the class (second interview).

In this sense, preliminary results will be presented following the categories previously

established:

Sources of Foreign Language Anxiety

The derived results from the two semi-structured interviews succeeded in giving a

preliminary understanding of the sources of students’ language anxiety. The findings from the

two semi-structured interviews showed some of the statements that are indicative of relatively

high levels of language anxiety among the sixth semester students. These statements are divided

in two subcategories related with the internal and external factors as identified by Szyszka

(2017): for example, these causes can affect students’ performance due to learner beliefs, self-

perception and competitiveness defined as internal causes. The main causes found are

highlighted in Table 3.

Table 3 Sources of Foreign Language Anxiety

Category Subcategory Codes

Internal Factors ● Stage Fear:
Speaking in front of
Sources of Foreign a class
Language Anxiety ● Lack of confidence
● Negative emotions

External factors ● Teacher attitudes

● Students’ attitudes
Table 3 Sources of Foreign language anxiety

Symptoms of“Formando
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 In this category, it was found one subcategory related with communication apprehension

related to trait, context, audience, and situation (McCroskey, 2001) as well as codes found in the

participants’ answers, highlighted in Table 4.

Table 4 Symptoms of Foreign Language Anxiety

Category Subcategory Codes

Communication apprehension ● Nervousness
Symptoms of Foreign ● Lack of ideas
Language Anxiety ● Lack of knowledge
● speaking anxiety
● Shyness Factor
Table 4 Symptoms of Foreign Language Anxiety

Negative effects in the oral Communication

The derived results from the two semi-structured interviews succeeded in giving a

preliminary understanding of the negative effects found in the participants’ answers which were

related with one subcategory related with test anxiety defined by Bögels et al., 2010 (as cited in

Szyszka, (2017) as an emotion that “appears in contexts of evaluation when an L2 learner

experiences feeling of worry, hyper-arousal, inattention and social humiliation”

The main causes found are highlighted in Table 5.

Table 5: Negative effects in the oral Communication

Category Subcategory Codes

Test anxiety ● Fear of failing
Negative effects in the ● Fear of being judged
oral Communication ● Lack of preparation
● Oral production
achievement
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 ● Linguistic
difficulties.
Table 5 Negative effects in the oral Communication

Strategies to cope with Foreign Language Anxiety

Szyszka (2017) cited two models that explain the relationship between language anxiety

and language learning strategies (LLS). The first model related with the Socio-educational

Model of Second Language Learning proposed by Gardner, Tremblay, & Masgoret (1997) states

that motivation is a factor triggering the use of language learning strategies, including

pronunciation learning strategies, which together with motivation and language aptitude directly

contribute to language achievement. However, this model suggests that using a vast number of

strategies does not assure higher language proficiency.

The second method is the Grounded-Theory Model of English Learning proposed by Yan

and Horwitz (2008) suggesting that “an ineffective use of LLS results in higher anxiety reported

by learners.” These models were taken into consideration by the researchers in order to provide

an understanding of the importance of using strategies to enhance students’ achievement but

considering the appropriate method to be implemented.

In relation with the strategies implemented by the students to cope with anxiety it was

found that many of them used some techniques of distraction which are described in table 6.

Table 6 Strategies to cope with Foreign Language Anxiety

Category Subcategory Codes

Strategies to cope with Distraction techniques  Classroom activities
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 Foreign Language  Breath
Anxiety  Use of music
 Positive thinking
Table 6 Strategies to cope with Foreign Language Anxiety

4.9.2 Quantitative data Analysis

The quantitative data was organized considering the categories established when adapting

the FLCAS in three tables where the categories are grouped with their respective questions and

then the percentages of each question were analyzed using the graphics provided by google

forms. Table 6 contains five questions related to Communication apprehension; additionally,

table 7 contains six questions about test anxiety; table 8 contains five questions related to the fear

of negative evaluation. (Appendix L)

The data provided by the participants succeeded in giving a preliminary understanding of

the nature of students’ language anxiety, which helped to discover the levels of anxiety that the

sixth semester students had. Finally, data were triangulated with the theories that guide this

research.

3.9.1 Selecting, Organizing and Categorizing the data

With the purpose of carrying out the data analysis, it was necessary to create codes and

categories that helped to organize and understand the data collected; in this sense, coding is

defined by Johnson & Christensen (2008) as the process of marking segments of data (usually

text data) with symbols, descriptive words, or category names, this codes are divided in (1)

inductive codes, which are those that qualitative researchers traditionally generate by directly

examining the data during the coding process (2) In vivo codes, those that use the words of the
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research participants, (3) A priori codes that were developed before examining the current data,

(4) Co-occurring codes that overlap partially or completely.

In order to access the qualitative information easily, a matrix containing the information

related to the interviews was created. Firstly, data was classified by considering the topic of the

interview, the number of questions and the answers provided by participants. The process of

organizing the information was carried out manually and pseudonyms were used with the

purpose of protecting the participants anonymity furthermore color coding was implemented

according to the codes that were established by directly examining the data (Inductive codes)

taking into account the objectives of the research. (Appendix K)

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 CHAPTER IV

RESULTS

In this chapter all the results concerning the factors that cause foreign language anxiety

were addressed taking into consideration the research questions established for this study dealing

with: the way FLA is manifested in students’ oral communication, the main causes of FLA in

oral performances, the way FLA affects the academic achievement and the strategies

implemented by the students to cope with anxiety.

1.1 Qualitative data results

The analysis of the two semi-structured interviews succeeded in extracting a number of

categories and subcategories that shed a light on the students’ perceptions considering the

phenomenon under study. These categories include the following: (1) Sources of FLA, takes into

consideration the internal and external factors affecting the students’ language learning; (2)

Symptoms of FLA ; related to the communication apprehension impact of language anxiety on

the students’ academic and cognitive abilities; (3) Negative effects in the oral communication;

related to test anxiety and fear of negative evaluation (4) Strategies to cope with FLA that some

of the students use in situations of anxiety in the classroom and the strategies that are considered

as helpful in alleviating this anxiety. Therefore, students’ statements are quoted verbatim from

the original answers provided in the two semi-structured interviews, so some statements may not

be completely syntactically and / or grammatically correct.

Sources of Foreign Language Anxiety

The first of these findings is related to the students’ internal factors towards the oral

presentation. According to Szyszka, (2017) certain internal factors related might play a role in
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the emergence of feeling anxious and uneasiness towards the process of speaking in the target

language. In this regard, three code findings emerged from the internal factors (fear of speaking

in front of a class, lack of confidence, and negative emotions). In which and according to the

statements of the participants the main internal factor that causes the feeling of anxiety in their

oral presentations is due to lack of self-confidence, since it was the code that was repeated the

most and where the participants stated in question as quoted below:

Participant 2 stated that she does not feel confident about the knowledge she has, which is

why she is not able to feel self-confident.

Juliet: “Me siento un poco insegura porque creo no saber lo suficiente para responder al

menos con algo aceptable, además de que la misma ansiedad de hablar frente a mis compañeros

y que algunos de ellos de uno u otra forma se vayan a burlar de mi”

Other participants stated the same situation, in which they expressed not to feel confident

when speaking in class.

Emma: “Me da pánico y con respecto al entorno de clase pues sí, me da pena responder

y que esté mal o suene ridículo, también no me siento como en confianza para hablar”

Thomas: “Si, al no creer en mis capacidades para presentar un buen trabajo.

An additional finding related to the external factors emerged after the participants’

responses on the two semi-structured interviews highlighted a number of fears and worries

related to teachers and peers' attitudes. According to Szyska, M. (2017) language learning

involves reactions from external emotional factors that might often determine positively or very

negatively. Therefore, students react to the performance and attitudes of their teachers and
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classmates in various effective ways. Sometimes students get very excited about an English

class, but often they reject the teaching situation and disconnect. This is because teachers, like

students themselves, have personal characteristics and individual differences that influence

performance in the English class and, consequently, this ends up interfering with student results.

Considering the above, the greatest external factors as indicated by the majority of the

participants are relative to perceptions that the teacher could have and which is considered as one

of the main external factors that cause foreign language anxiety, the participants’ statements are

outlined below:

Olivia revealed: “Miedo a no responder bien y que los profesores se enfaden o algunas

solo te tomen como burla frente a tus compañeros”

In other question Olivia also add that “Existen algunos profesores que se burlan de los

errores de sus alumnos, provocando el miedo a seguir participando.”

Symptoms of Foreign Language Anxiety

The answers from the two semi-structured interviews succeeded in giving a preliminary

understanding of the Symptoms indicating Foreign Language Anxiety. The findings from the

two semi-structured interviews showed some of the predominant symptoms that indicate high

levels of language anxiety among the sixth semester students.

Results obtained from the participants’ answers concerning this category showed that the

symptoms that predominate in the participants are fear and speaking anxiety since many students

stated that nervousness affects their oral performance since they forget what they wanted to

express. As it can be observed in the answer provided by participant 2 that explains that the

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pressure of exams is the main cause of anxiety and he constantly experiences this feeling of

nervousness which affects his oral production.

Juliet “Si, siento que he experimentado ansiedad, cuando tengo que presentar un examen

o una exposición importante, la manera en la que experimento la ansiedad es sintiendo nervios

o a veces mi voz se entrecorta o puedo olvidar lo que debo decir”

On the other hand, the participant 3 and participant 6 stated that nervousness affects their

pronunciation:

Emma: “Si, muchas veces se me seca la boca y suena raro o a veces de los nervios se me

olvida como se pronuncian algunas palabras, sin embargo, me doy cuenta de que lo hice mal”

Olivia: “Si, algunas veces al empezar a exponer en frente de la clase olvido hacer las

pronunciaciones correctas de algunas palabras, por miedo a olvidar lo que debo exponer”

Negative effects in the oral Communication

The answers from the two semi-structured interviews succeeded in giving a preliminary

understanding of the Negative effects of anxiety in oral Communication. The findings from the

two semi-structured interviews showed some of the predominant negative effects that indicate

the consequences of experiencing language anxiety among the sixth semester students.

Results obtained from the participants’ answers concerning this category showed that the

negative effects of foreign language anxiety are the fear of being judge since most of the students

manifested, they think their classmates or their teachers will judge them if they mispronounced a

word or forget what they have to say, as it can be observed in the answer of participant 4 who

affirms that:
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 Oliver: “los estudiantes solemos sentir ansiedad debido a que no tenemos la costumbre

de hablar en público, por otra parte, el miedo a equivocarse y protagonizar el motivo de burla

por parte de las demás personas también juega un gran factor.”

On the other hand, oral production achievement is the main factor that affects students’

oral productions since to know that they are being qualified quantitatively students became

stressed and worried about their grades, this factor is show on the following answers:

Oliver: “El hecho de saber que me están calificando cuantitativamente me produce

nervios”

Juliet: “Si, siento que la ansiedad me ha afectado cuando tengo mucho que estudiar y

siento que no avanzo, y que no logro retener nada de lo que leo y esto a veces afecta mis notas”

Emma: “Si, pues siempre provoca que mi mente se bloquee (lo cual siempre pasa) afecta

mis calificaciones por ende también afecta mi motivación”

Strategies to cope with Foreign Language Anxiety

The answers from the two semi-structured interviews succeeded in giving a preliminary

understanding of the strategies to cope with foreign language anxiety. The findings from the

afore-mentioned instruments showed some of the strategies that participants use in order to

reduce the levels of language anxiety.

Most of the participants suggested a number of activities and strategies to cope with

foreign language anxiety. There was a focus on the participants’ techniques. The interviewees

felt that they can reduce levels of anxiety through (a) classroom activities (b) breath (c) use of

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music (d) positive thinking. Distraction techniques that would help to reduce levels of anxiety

were cited below:

Participant 2 stated that one of the strategies that help reduce language anxiety is through

the dynamic activities that teachers implement in the classroom.

Juliet: “Mi profesor de inglés maneja diferentes actividades muy dinámicas que hace que

nosotros como estudiantes nos relajemos más. Además de eso, tiene en cuenta las falencias de

cada uno y las refuerza”

Participant 1 also indicated that doing breathing exercises, maintaining serenity and not

paying attention to the people around, is a good strategy that helps provide security to what is

going to be said.

Peter: “Personalmente me enfoco en darle atención en el contenido y presentarlo con

seguridad y trato de no enfocarme en el público, también hacer ejercicios de respiración y

mantener la serenidad al máximo para que no se vean reflejados los nervios y que estos nervios

se vean como una manera de no tener apropiación de lo que se está hablando”

Participant 5 indicated that another strategy to reduce the level of anxiety is through the

use of music before any presentation:

Thomas: “Escuchar música antes de cualquier presentación”

Taking into above, the results it was found anxiety as a negative emotion which highly

influenced students’ performance as found by researchers as MacIntyre (1995), Sparks and

Ganschow (1995), Argaman and Abu-Rabia (2002) and it was found a significant relationship

between language anxiety and the communication skills.

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4.2 Quantitative data analysis

The quantitative analysis is organized in three tables where the categories used to adapt

the questionnaire are grouped with their respective questions, these questions and the six

participants answers are explained in the following section:

Category 1: Communication Apprehension

Table 7 Category 1: Communication Apprehension

Results corresponding to this category show that communication apprehension is an

anxiety factor presented in the majority of the participants which affects the communicative

process, it can be evidenced in some questions as follows:

In relation to the first question, the graphic shows that of the 100% of the participants

three of them answered do not agree this represents 50% of the students which means that most

of them feel insecurity when presenting oral productions, on the other hand, two participants

stated that they neither agree nor disagree being equivalent to 33.3% finally one participant say

agreed with the question representing the 16.7%. These results show Communication

apprehension is manifested in half of the participants because they feel insecurity when facing an

oral production in English.

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 In relation to the third question the graphic shows that of the 100% of the participants,

three of them (50%) totally agree with feeling nervousness when speaking in English without

any preparation, two participants agree (33.3%) and one participant neither agree nor disagree,

considering these results it is concluded that Communication apprehension is manifested all the

participants because they feel nervousness when presenting an oral production without previous

preparation, this means that they prefer to have some time to prepare before participating in any

of the oral activities.

Category 2: Test Anxiety

Table 8 Category 2: Test Anxiety

The analysis of results corresponding to this category show that test anxiety is also a

main factor of anxiety experimented by English learners, because they worried about their

performance and achievement during the exams this is evidenced in the following questions:

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 In relation to question six, the graphic shows that of the 100% of the participants five of

them answered agree this represents 83.3% of the students which means that most of them feel

worried about losing an English exam, on the other hand, one participant stated that he totally

agrees, this is equivalent to 16.7%. These results show that test anxiety is highly manifested in

all the participants due to the fear of losing an English exam.

In relation to question seven, the graphic shows that of the 100% of the participants three

of them answered agree this represents 50% of the students which means that most of them feel

nervousness about forgetting what they have to answer during an English exam, on the other

hand, two participants stated that they totally agree, this is equivalent to 33.3%, finally one of

them disagree representing 16.7% of the participants. These results show that test anxiety is

manifested in the majority of the participants due to the fear of forgetting what they have to

answer in an English exam, this may be because of the pressure which makes that anxiety

appears causing that they fail the exams.

Category 3: Fear of negative Evaluation

Table 9 Category 3: Fear of negative Evaluation

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 The results found in the category “fear of negative evaluation” show that this is a main

cause of anxiety because participants are worried about the opinion that other people have about

their oral performance. As shown in the statement: “I feel that my peers will judge me if I make

mistakes when speaking English.” where the graphic shows the results of the 100% of the

participants distributed as follows: two participants representing the 33.3% expressed they totally

agree, also two participants (33.3%) neither agree nor disagree and one participant (16.7%)

agree, and the last participant disagrees representing the 16.7%. These results show that fear of

negative evaluation can be experimented because students think they would be judged by their

classmates when expressing orally.

Also Results in question twelve show that of the 100% of the participants three of them

answered they disagree about do not being worried about making mistakes during the oral

productions in English (50%), two of the participants (33.3%) neither agree nor disagree, and

one participant (16.7%) agrees with the questions. These results show fear of negative evaluation

is manifested in almost all the participants because they are worried about making mistakes

during oral productions.

To conclude, these results show what was established by Horwitz and Cope (2010) (as

cited in Tran, 2012 p.72) who stated that FLA is related to communication apprehension, fear of

negative evaluation, and test anxiety rather than being composed of them because as observed in

these results the main causes are associated to factors derived from these categories, as

evidenced in most of the participants' answers where the levels of FLA differs among individuals

depending on the context and the perceptions they have in relation with their abilities because it

is shown that many of them feel influenced by others opinions, due to their lack of self-
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confidence, which causes a high level of communication apprehension even if they know the

contents or the topic of the class they feel they can make mistakes when speaking in a foreign

language which clearly affects the oral performance since these negative thoughts provoke

physical reactions such as voice trembling and pronunciation mistakes. Thus, in relation to these

findings, the main sources of FLA are related to physical factors such as the environment of the

classroom and other individuals, because the attitudes of people around them influence the

quality of the performance, as many participants stated, the strategies that teachers implement

help to increase or decrease the feelings of anxiety. On the other hand, psychological and

cognitive factors such as fear, nervousness, and insecurity due to the fear of being evaluated or

being judged, because as it was evidenced, for the participants the academic achievement is

important which can be seen as a sign of knowledge since for many of them having a bad grade

means a failure in the learning process and it is linked with the fear of being judged because

many of them seek to be approved and not being judged by other people.

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 CHAPTER 5

CONCLUSIONS

Using qualitative data alongside the quantitative data from FLCAS enabled a deeper and

more nuanced understanding of foreign language anxiety from the perspective of the sixth

semester students in their oral productions. After the analysis, it is possible to reach the

following conclusions:

In spite of the fact that students have been studying English for at least three years, they

still experience feelings of anxiety in the English classroom; especially, in aspects regarding

grades and speaking without previous preparation (spontaneously done). As a way of coping

with this emotion, they implement some strategies to ignore or control the anxiety when

presenting an oral production; however, these techniques are not efficient because they do not

help to overcome anxiety but to control it for a short period of time.

On the other hand, FLA causes many negative effects that delay the communicative

process these effects can be physiological problems as heavy breathing, and choked voice,

derived from psychological factors given that students develop subjective feelings that do not let

them express naturally, such as negative thoughts related with their abilities or the self-criticism

about their pronunciation, a problem also associated with the lack of self-confidence that

provokes the symptoms of nervousness, which increases the possibility to make a mistake at the

moment of speaking and make any contributions. In addition, the fear of failing is a cause of

anxiety, principally affecting students’ achievement, as evidenced in the participants' answers

where they stated that exams are a high cause of anxiety due to the fear of forgetting what they

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have to answer, or make mistakes and being judged by their teacher which shows that being

evaluated quantitatively increases the feelings of FLA.

Furthermore, it is important to highlight that the environment of the class also influences

students’ performances since classmates and principally teachers are a main cause of anxiety as

reported in Sadeghi et al. (2013) who stated that “instructor’s behavior like being bad-tempered

or short-tempered or too serious placed a great deal of stress on their students”, thus, teachers’

influence make students feel intimidated during their classes. The results of this study showed

that the majority of the students interviewed felt their teacher was kind and made them feel

comfortable to participate in class thanks to the activities he implemented which decreased their

feelings of foreign language anxiety.

For students experimenting FLA it is mostly associated with negative factors with

negative consequences over their academic performance, it was found that the main factors that

cause FLA during oral productions are associated with affective factors in concordance to

Hanifa, (2018) who associated it to learners’ feelings and attitudes toward the topic and/or the

interlocutors, since most of the participants manifested they feel intimidated by the opinion of

their partners and teachers, so it is suggested that teachers should learn to understand the

students' emotions in order to create spaces where they feel comfortable to participate. 

Taking into above, the main factors that cause foreign language anxiety in sixth semester

students’ oral productions have a correlation with the three main components established by

Horwitz and Cope (1986) in their study. First, communication apprehension is related with

students’ fear to communicate in front of other people especially their teachers because they feel

they do not have enough preparation or feel nervous causing the second component: fear of
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negative evaluation, that is derived from self-perceptions which increase linguistic problems

affecting the academic performance, for that reason students feel their pairs will judge them

since mistakes are seen as a sign of failure and lack of knowledge. Finally, these components are

linked with a third component: test anxiety defined by Horwitz et al. (1986) as “a type of

performance anxiety stemming from a fear of failure” the questionnaire showed this component

was the one in which students showed highest levels of anxiety, in view of the fact that most of

them manifested they felt worried when presenting an exam, due to all the factors mentioned

before.

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e_on_Anxiety_and_Spea

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APPENDICES

Appendix A Permission letter sent to the teacher.

https://drive.google.com/file/d/12-N6wJk6TYzgb83Hy8rCcSQQZG-8pB7m/view?usp=sharing

Appendix B Consent letters sent to the students.

https://drive.google.com/drive/folders/1X-Tot5p3HsAXM8EKd2xxseI6GhOK51fV?usp=sharing

Appendix C Observation Protocol and Field Diary

https://drive.google.com/file/d/13Ya4ft6XmZg8xOBoA-xyo2GNdY5b8GlD/view?usp=sharing

3.1 Naturalistic observation

This observation protocol is created based on the naturalistic observation, which is

defined by McLeod, (2015) as an observation that involves observing by studying the

spontaneous behavior of participants in natural surroundings. It means that participants' behavior

will be observed without any manipulation and the researchers are limited to observe and take

notes of what is observed in a specific setting (the classroom). During the observation of the

classes, it will be implemented as an instrument created by the researchers with the purpose of

having a guide to take field notes of the most important aspects of the session.

Student Number of Student’s Teacher’s Type of oral

(classified by participations attitudes with the activity
Date a number) attitudes in the students
class

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Appendix D Reflective Journal
https://drive.google.com/file/d/1Fyq0f5xHy3NqX5EBdsaEArJVl5dMz5wE/view?usp=sharing

Appendix E First Semi-Structured Interview

Link Google Forms: https://forms.gle/rUNtgAhv7kucUAm47

In order to collect data, it was considered to carry out a semi-structured interview that

will provide us a complete source of data to have a better understanding of the issue that is being

studied which is “Identifying factors that cause foreign language anxiety in students' oral

productions”. That is why the main objective of this questionnaire is to know the perceptions

that foreign language learners have towards oral productions. By the same token, the general

objective to be achieved in this research is to provide answers to the research questions related to

the foreign language anxiety in sixth semester students when speaking English inside the

classroom. In this way it is important to emphasize that the provided information is for academic

purposes only, and the anonymity and confidentiality of the participants will be respected

regarding the ethical considerations.

We thank you in advance for accepting the invitation to join us as a participant in our

research project.

Nombre: ______________________________________

1. Considerando que el programa de lenguas extranjeras requiere que sus estudiantes

alcancen los niveles de competencia lingüística (A1, A2, B1, B2, C1, C2), según lo establecido

en el Marco Común Europeo de Referencia para las Lenguas (CERF), como requisito para
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obtener la licenciatura. ¿Considera usted que tiene un buen nivel de inglés acorde a su ubicación

semestral?

2. Al momento de hablar, los estudiantes tienen que enfrentar muchas situaciones que

pueden afectar su desempeño, estas pueden estar asociadas con causas internas y externas como

las creencias del aprendiz, y la autopercepción como causas internas y también factores externos

que hacen referencia a las creencias de los instructores sobre el aprendizaje y enseñanza, e

interacciones instructor-alumno. (Szyszka, 2017). De acuerdo con esto, ¿cuál crees que es el

factor más desafiante a la hora de hablar un idioma extranjero en clase? ¿Por qué?

3. Szyszka, (2017) afirmó que al presentar una producción oral los estudiantes pueden

experimentar muchas emociones que pueden afectar su desempeño oral ya que los músculos se

tensan "limitando el potencial articulatorio del hablante que puede percibir su pronunciación

como peor de lo esperado". Teniendo esto en cuenta ¿Alguna vez ha sentido que su

pronunciación se ha visto afectada mientras habla frente a una clase?

4. Szyszka, (2017) afirmó que la forma en que los alumnos ven a los maestros, sus

comportamientos en el aula, sus estilos de enseñanza, los procedimientos del aula y las pruebas

es de vital importancia. Por tanto, en términos de personalidad y desempeño pedagógico, ¿cuál

es su percepción sobre su profesor de inglés? ¿Por qué?

5. ¿Cómo se siente cuando tiene que responder preguntas de forma espontánea o sin tener

una preparación previa sobre el tema? ¿Cree que el entorno de la clase influye en su desempeño

oral? ¿De que manera?

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Appendix F Second Semi-structured Interview
Link Google forms: https://forms.gle/boqm4cc3mKEjKUMNA

Dear students, it is a pleasure the fact that you have accepted the invitations to join us as

participants in our research project entitled “Identifying the factors that cause foreign language

anxiety in students' oral productions”.

In this semi-structured interview, you will respond to five questions related with foreign

language anxiety, that is why the main objective of the questionnaire is to discover which are the

main causes of foreign language anxiety. By the same token, the general objective to be achieved

in this research is to provide answers to the research questions related to the foreign language

anxiety in sixth semester students when speaking English inside the classroom. In this way it is

important to emphasize that the provided information is for academic purposes only, and the

anonymity and confidentiality of the participants will be respected regarding the ethical

considerations.

Nombre: ________________________________

1. El aprendizaje de una lengua extranjera implica una serie de factores o desafíos que

pueden afectar el desempeño de los estudiantes. Uno de estos desafíos es la ansiedad que hace

parte de los factores afectivos; Spielberger (1983) definió la ansiedad como " sentimientos

subjetivos que causan tensión, aprensión, nerviosismo y preocupación ".

Teniendo en cuenta este concepto, ¿alguna vez ha sentido ansiedad al hablar? ¿De qué

manera?

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2. Durante la clase, el profesor puede proponer diferentes actividades donde los alumnos

puedan mostrar lo aprendido. Estas actividades son variadas e implican un tipo diferente de

preparación. Algunos ejercicios que proponen los profesores pueden ser: debates, exposiciones o

juegos de roles. Considerado lo anterior, ¿qué actividades orales son las más difíciles para usted?

3. Sabiendo que la ansiedad es una emoción que puede afectar nuestro rendimiento

académico responde las siguientes preguntas:

¿Cuál cree que es la principal causa de ansiedad en sus producciones orales?

4. ¿La ansiedad ha afectado su rendimiento académico? ¿De qué manera?

5. ¿Qué estrategias utiliza para afrontar la ansiedad

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Appendix G Test: Foreign Language Classroom Anxiety Scale (FLCAS)
Link Google forms: https://forms.gle/ntAiCU8CkTVVcfxs7

With the purpose of collecting data it was considered to carry out a test based on the

Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) , in order to have

a complete source of data and have a better understanding of the issue that is being studied which

is “Identifying factors that cause foreign language anxiety in students oral productions”. That is

why the main objective of this survey is to measure the anxiety levels experimented by the EFL

learners. By the same token, the general objective to be achieved in this research is to provide

answers to the research questions related to the foreign language anxiety in sixth semester

students when speaking English inside the classroom.

The answers that participants have to provide are based on what is established in the

Likert’s Scale which According to Hernández Sampieri (1997), consists of a set of items

presented in the form of statements or judgments before which the reaction of the subjects to

whom they are administered is requested.

In this way it is important to emphasize that the provided information is for academic

purposes only, and the anonymity and confidentiality of the participants will be respected

regarding the ethical considerations.

We thank you in advance for accepting the invitation to join us as a participant in our

research project.

1. I feel confident during my oral presentations in the English class.

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 2. I feel disappointed when I don't understand the explanations that the English teacher makes.

3. I get nervous talking in English when I have no preparation.

4. I feel nervous when I have to speak in front of my English classmates.

5. I usually feel calm during my English exams.

6. I feel worried about losing an English exam.

7. I am usually nervous about forgetting the things I need to answer during an exam.

8. Although I am very well prepared, I feel insecure during my English exams.

9. I feel my heart racing when I know I will be called to speak in my English class.

10. I don't feel pressured when I have to prepare an oral production in English.

11. During my English class I feel calm and relaxed

12. I don't worry about making mistakes during my oral productions in English.

13. I think my English classmates are better than me.

14. I am embarrassed to participate in the English class voluntarily.

15. I feel uncomfortable when my English teacher corrects me.

16. I think my peers will judge me if I make mistakes when I speak English.

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Appendix H Permission letter sent to Elaine Horwitz, FLCAS’s author.
https://drive.google.com/file/d/1646ckzvNs3SIcPDuaPMPMwP1jOmAcbGw/view?usp=sharing

Appendix I Elaine K. Horwitz email

Appendix J First Timeline of activities

https://drive.google.com/file/d/1yJE9XCwQbu4rjfydcdioUoOLE3y7CLKi/view?usp=sharing

Appendix K Coding Matrix and Analysis

https://drive.google.com/file/d/19w2Rj_-0PqF5ohrulQejOCWfdgU6FaHp/view?usp=sharing

Appendix L Quantitative Analysis

https://drive.google.com/file/d/1NoRocdGgMQJy6DCKcSf-rIKNezsdfRc0/view?usp=sharing

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