Tiểu luận phương pháp nghiên cứu khoa học, ngôn ngữ anh

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HANOI OPEN UNIVERSITY
FACULTY OF ENGLISH

Bachelor’s Thesis Proposal
NGUYEN HOANG LAN
Date of birth: 18/07/2002

English speaking anxiety of the English as a Foreign
Language Learners: problems and solutions
(Sự lo lắng khi nói tiếng Anh của người học ngoại
ngữ: vấn đề và giải pháp)
Field: English Language

Supervisor: ………
Hanoi -11/ 2021


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TABLE OF CONTENTS
Contents
1. Introduction
1.1. Rationale
1.2. Aim of the study
1.3. Objectives of the study
1.4. Scope of the study
1.5. Research questions
1.6. Structure of the study
2. Literature review

2.1. Review of previous studies
2.2. Theoretical background
3. Proposed Research Methodology
3.1. Research types

Page number
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3.2. Population and sample
3.3. Research methods

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4. Proposed chapter outline
References

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1. Introduction

Rationale
Foreign language is a very important instrument for people to communicate with each
other. Learning foreign language will help us develop ourselves, our minds, and our
personality. And English is one of the most important language in the world. However,
for many learners there is a fear of speaking new language, a phenomenon known as
second language anxiety which can delay achievement.
1.1.

Although research on major causes of anxiety in class has been conducted in centuries
ago, there is a lack of investigation into solutions of speaking English anxiety. Therefore,
the current study aims to help the EFL learners find the reasons of anxiety in English
speaking skill and the solutions to deal with it.
For the above reasons, the topic “English speaking anxiety of the English as a Foreign
Language Learners: problems and solutions” is chosen.
1.2.
Research aim and objectives of the study:
The major aim of the research is to help the EFL learners overcome anxiety while
speaking English.
To achieve this aim, the objectives are as followed:


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•

To identify the factors making the EFL learners anxious and nervous while
speaking English

•

To determine the causes leading to anxiety faced by EFL learners while speaking
English

•

To propose some solutions to help EFL learners overcome anxiety while speaking
English
Research questions: The research is carried out with an attempt to answer the
following research questions:

1.3.

1.4.

•

What are the factors making the EFL learners anxious and nervous while speaking
English?

•

What are the causes leading to problems when speaking English faced by the EFL
learners?

•

What are some solutions to improve the speaking skills of the EFL learners?

Scope

This study investigated students’ anxiety in speaking English of EFL learners at faculty of
English in Hanoi Open University. It also examined types of anxiety, and source of
anxiety. The data were obtained through questionaire, were analyzed descriptively and
interpreted to answer the research question. The study revealed three findings related to
research questions.
1.5.

Structure of the thesis

This study consists of five chapters:
Chapter 1. Introduction, introduces the rationale for choosing the field for studying, the
aim and objectives, the scope of the study, the research questions.
Chapter 2. Literature review, discusses the previous studies on language anxiety in
speaking skills and theoretical framework.
Chapter 3. Methodology, presents research types, population, sample and research
methods.
Chapter 4. Results/Findings of the study, shows/illustrates/indicates the factors making
the EFL learners anxious and nervous while speaking English; the causes leading to the
problem and proposes some solutions help EFL learners overcome anxiety while
speaking English.
Chapter 5. Conclusion, summarizes the main points in the study, the major findings of
the investigation, concluding remarks, limitations and suggestions for further study.


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2.

Literature review

In reviewing literature, I will supply two main parts. The first part is an overview of
previous studies and the second one is a theoretical framework.
2.1.

Overview of Previous Studies on Language Anxiety in Speaking Skills
(solutions)
Anxiety:
A. Offline

Group 1 of Authors A, B, C – solution X (2001 – 2008)
Group 2 of Authors D, E, F – solution Y (2007- 2017)
B. Online ( solutions X+Y seem to be not well suitable: …require new

solutions Z - GAP - Rationale
Because of the importance and wide aspects, speaking skills have been studied by various
scholars in the world. Studies on speaking skills of the degree words of such writers as
Mahmoodzadeh, M. (2012), Wahyuningsih, S., & Afandi, M. (2020) have provided us
with valuable information of anxiety in speaking skills.
In the study of Mahmoodzadeh, M. (2012), he showed some results: the female have
awareness more speaking anxiety related to interlanguage phonology and meaning
system. Meanwhile, the male have more FL speaking anxiety on their interlanguage
grammar. So the solutions for this problems are that the underlying elements of these
skills need to be scrutinized, and Iranian EFL teachers need to indicate that they
understand what their learners’s meanings in the classroom.
Acording to Wahyuningsih, S., & Afandi, M. (2020), most students in English language
education department have some problems in English speaking include: lack of
vocabulary, lack of grammar mastery, lack of correct pronunciation, lack of confidence.
So the solutions are that English lecturers integrate technology in speaking class, pursue

the students to speak up during speaking class, create an English atmosphere like
speaking community both inside and outside the class.
However, their studies even have some limitations. One of the gap is that the tiny sample
size restricts the generalization of findings of the study. Another limitation of the study is


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that it doesn't specifically address FL speaking anxiety in terms of the related to social
and pragmatic aspects of the learner's interlanguage system which can also account for a
few of the learners' FL speaking anxiety within the classroom. So, this study provide
more specifically the definitions, the components of English speaking anxiety, effects of
FL anxiety on learners, on speaking skills and the solutions to resolve.
2.2. Theoretical framework
2.2.1 Defining Anxiety
According to Freud (1936), anxiety is a kind of complex emotional experience that can
be described by “tension, uneasiness, worry” which has a certain hint of a dangerous
situation. As Spielberg (1983) previously defined anxiety as subjective feelings of
tension, apprehension, nervousness and worry and by activation or arousal of the
autonomic nervous system.
2.2.2 Defining Language Anxiety
Foreign language anxiety has been defined as “the feeling of tension and apprehension
specifically associated with second language learning” (MacIntyre & Gardner, 1994, p.
284). In addition, Gregersen (2005) argues that learners who feel anxious in their foreign
language learning may find their study less enjoyable. Accordingly, as Young maintains
"research in the area of anxiety as it relates to second or foreign language learning and
performance is scattered and inconclusive" (p. 426).
2.2.3 Defining Speaking Anxiety
Horwitz et al. (1986) claim that students suffering from foreign language speaking
anxiety report feelings of apprehension and worry, and also feel uncomfortable about

speaking in class. Faced with their teachers‟ questions that they must answer and the
possibility of talking in front of the whole class, they may have difficulty concentrating,
and experience some symptoms like “nausea, sweating, weak knees and a dry mouth”.
(Boyce et al., 2007).
This means that, as mentioned earlier, of the fours skills, speaking is probably considered
the most stressful for second language learners.
2.2.4 Components of English Speaking Anxiety
Azizifar, A., Faryadian, E., & Gowhary, H. (2014) conducted a study with a number of
100 male and female learners in Iran. She found that learners have many problems in
learning English language like grammar, pronunciation, English word-class system, etc.,
which were believed to be major obstacles in achieving the desired aims in English
language.


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Tien, C. Y. (2018) investigated the factors causing EFL English speaking anxiety on the
students of Algeria. She indicates that learners are extremely concerned about the
accuracy of their grammar usage, their lack of vocabulary knowledge, correct
pronunciation.
2.2.5 Effects (Impacts/difficulties/problems) of FL Anxiety on Learners
Over the past decades, many researchers have suggested that FL anxiety can have
pessimistic effects on learners' speaking ability. For instance, Onwuegbuzie, et. al. (1999)
argued that the existence of foreign language anxiety can effect negatively the vollubility
of learners' speech and learning in a general sense. In this sense, Levine (2003) reported
that students who come from monolingual backgrounds also tend to feel more anxious
than students who come from bilingual or multilingual backgrounds.
2.2.6 Effect of FL Anxiety on Speaking Skills
Dalkiliỗ, N. (2001) conducted a survey 126 students at the freshman class and showed
that the feeling of anxiety might be the result of many different factors such as

conspicuousness, lack of self-confidence, shyness, lack of knowledge and high
expectations of others.
In another study, Akkakoson, S. (2016), 282 students was revealed via a questionnaire,
and the product of his study is that a limited repertoire of vocabulary was presumed as the
students’ source of speaking anxiety.
The research of them are indicated that the learners of EFL are lack of knowledge about
grammar, vocabulary, pronunciation. This may become the obstacles in when they are
speaking English.
In short, the contents reviews the literature on many issues associated with anxiety and
speaking anxiety. These include overview of previous studies on language anxiety in
speaking skills, the definitions of anxiety, language anxiety, speaking anxiety,
components and effects of anxiety in English speaking skills. This knowledge,
therefore, is a basis for further work the later part.
2.2.7. Effective ways to overcome anxiety when speaking English (How/What did
previous researchers confirmed about this?) – may be in 5.1
3. Proposal Research Methodology
3.1.
Research Types

To reach the goal of the research, the writer used two main research approaches. They
were quantitative and qualitative approaches. By virtue of the quantitative method, the
data were collected for the study including. The qualitative method was used to describe
and analyze the data of the study.
3.2.

Population and Sample


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The research investigated anxiety’s of speaking English. Samples of data covering 10
students who are chosen randomly at Faculty of English in Hanoi Open University.
Research Method
In order to achieve the aim and objectives, statistics and analysis methods are used in the
study. The statistics method is used to show peoples’ speaking ability, the problems that
people have in speaking English and then propose the answer for this problems. And the
analysis method is used to analyze the reason that people have above problems. It also
analyse the advantages of these solutions.
Proposal Chapter Outline
Chapter 1: Introduction
3.3.

1.1 Rationale
1.2 Aim of the study
1.3. Objectives of the study
1.4. Research questions
1.5. Scope of the study
1.6. Structure of the study
Chapter 2: Literature review (20-25 page)
2.1. Review of previous studies
2.2. Theoretical background
2.2.1. Defining Anxiety
2.2.2. Defining language anxiety
2.2.3. Defining speaking anxiety
2.2.4. Components of English speaking anxiety
2.2.5. Effect of FL anxiety on learners
2.2.6. Effect of FL anxiety on speaking skills
Chapter 3: Methodology
3.1

Research type


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3.2

Population and sample

3.3

Research methods

3.3.1. Test
3.3.2. Questionnaire
Chapter 4: Results/Findings and discussion
4.1. Results/Findings
4.1.1 The factors making the EFL learners anxious and nervous while speaking English
4.1.2. Cause leading to problems faced by the EFL learners
4.1.3. Solutions to improve the speaking skills of the EFL learners
4.2. Discussion
Chapter 5: Conclusion
4.

References:
1. Akkakoson, S. (2016). Speaking anxiety in english conversation classrooms

among Thai students. Malaysian Journal of Learning and Instruction, 13(1),
63-82.
2. Alpert, R., & Haber, R.N. (1960). Anxiety in academic achievement situation.

Journal of Abnormal and Social Psychology, 61, 207-215.
3. Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on

Iranian EFL learners speaking skill. International Research Journal of Applied
and Basic Sciences, 8(10), 1747-1754.
4. Boyce, J. S., Alber-Morgan S. R., & Riley, J. G. (2007). Fearless public

peaking: Oral presentation activities for the elementary classroom. Childhood
Education, 83, 1-11.
5. Chastain, K. (1975). Affective and Ability Factors in Second Language

Acquisition, Language Learning, 25, 153-161.


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6. Kleinmann, H. H. (1977). Avoidance behavior in adult second language

acquisition. Language Learning, 27, 93-107.
7. Dalkiliỗ, N. (2001). The role of foreign language classroom anxiety in English

speaking courses. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü
Dergisi, 8(8).
8. Freud, S. (1936). Inhibitions, symptoms and anxiety. The Psychoanalytic

Quarterly, 5(1), 1-28.
9. Gregersen, T. S. (2005). Nonverbal cues: Clues to the detection of foreign

language anxiety. Foreign language annals, 38(3), 388-400.

10. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language

classroom anxiety. The Modern Language Journal. 70, 2, 125-132.
11. Levine, G. S. (2003). Student and instructor beliefs and attitudes about target

12.

13.

14.
15.

16.

5.

language use, first language use, and anxiety: Report of a questionnaire survey.
Modern Language Journal, 87(3), 343-364.
Mahmoodzadeh, M. (2012). Investigating foreign language speaking anxiety
within the EFL learner's interlanguage system: The case of Iranian
learners. Journal of Language Teaching and Research, 3(3), 466.
Onwuegbuzie, A. J., Bailey, P., Christine, E., & Daley C. E. (1999). Factors
associated with foreign language anxiety. Applied sociolinguistics, 20(2), 218239.
Tien, C. Y. (2018). English speaking anxiety in EFL university classrooms in
Taiwan. European Journal of English Language Teaching.
Wahyuningsih, S., & Afandi, M. (2020). Investigating English Speaking
Problems: Implications for Speaking Curriculum Development in Indonesia.
European Journal of Educational Research, 9(3), 967-977.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What
does language anxiety research suggest?. The modern language journal, 75(4),

426-439.

Schedule


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Research phase
1. Background research
and literature review

2. Research design
planning

3. Data collection and
preparation

4. Data analysis

5. Writing

6. Revision

Objectives
Deadline
●
Meet with supervisor
for initial discussion
●
Conduct
a

more
extensive
review
of
relevant literature
●
Refine the research
questions
Develop a theoretical
framework
●
Design questionnaires
●
Identify online and
offline
channels
for
recruiting participants
Finalize sampling methods
and data analysis methods
●
Recruit participants
and send out questionnaires
●
Conduct
semistructured interviews with
selected participants
Transcribe and code
interviews and clean survey
data

●
Statistically analyze
survey data
●
Conduct
thematic
analysis
of
interview
transcripts
Draft the results and
discussion chapters
●
Complete a full thesis
draft
Meet with supervisor to
discuss feedback and
revisions
●
Redraft based on
feedback
●
Get
supervisor
approval for final draft
●
Proofread
●
Print, bind and submit

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Approved by
SUPERVISOR

Date: / /20...