Taiwanese College students anxiety about foreign language … · 2016. 10. 19. · anxiety and attitude. Trylong (1987) found that students who were very anxious tended to have lower

黃埔學報第六十五期民國一百零二年 57

WHAMPOA - An Interdisciplinary Journal 65(2013) 57-80

Taiwanese College students’ anxiety about foreign language learning between

English majors and non-English majors

Yen-ju Hou

Shu Zen Junior College of Medicine and Management

Abstract

Not until 1978 when Scovel reviewed the sparse literature concerning anxiety's role in

language learning, did researchers become interested in investigating the role of anxiety in

foreign/second language learning. Particularly, since the early 2000s, there have been a growing

number of studies of Asian learners of Japan, China, Taiwan, Vietnam, the Philippines, and many

others. The sample groups are various, including young learners, high school students, general

college students, foreign language majors, and adult learners. Among them, general college

students and foreign language majors are the most popular subjects. However, not only some

results are contradictory, but also few investigate the difference between two sample groups. The

study intends to find out if there is any difference on students’ anxiety about foreign language

learning between 141 Taiwanese English majors and non-English majors, and, in particular, the

effects of anxiety on their English learning. It’s expected that the findings can provide some hints

for more effective foreign language teaching and learning.

Keyword

Anxiety, foreign language learning, English majors, non-English majors

58 黃埔學報第六十五期民國一百零二年

1.Introduction

Learning is "the process of acquiring

relative permanent change in understanding,

attitude, knowledge, information, ability and

skill through experience" (Wittrock, 1977, p.

ix). According to Information-Processing

theorists, learning can be divided into three

stages: sensory register, short-term memory,

and long-term memory. During the three

learning stages, anxiety may occur any time,

and affect learning performance to some extent.

Learning anxiety is "a distinct complex of

self-perceptions, beliefs, feelings, and

behaviors related to classroom language

learning" (Horwitz, Horwitz, & Cope, 1986,

p.128), which is likely to arouse in language

learning stages: input, processing, and output

(Tobias, 1986) and affect language learners'

performance to some extent. So, MacIntyre

(1995) claimed that " Language learning is a

cognitive activity that relies on encoding,

storage, and retrieval processes, and anxiety

can interfere with each of these..." (p.96).

Not until 1978 when Scovel reviewed the

sparse literature concerning anxiety's role in

language learning, did researchers become

interested in investigating the role of anxiety in

foreign/second language learning. Nevertheless,

many findings are inconsistent and unable to

establish a clearcut relationship between

anxiety and overall foreign language

achievement (Horwitz, Horwitz & Cope, 1986;

Scovel, 1978), nor establish a clear picture of

how anxiety affects language learning and

performance (Horwitz & Young, 1991).

It is obvious that many learners regard

foreign language learning as an

anxiety-provoking experience which affects

their language performance in one way or

another. Hence, the role of anxiety on foreign

language learning has been attracting lots of

attention from the mid-1970s, in particular,

since the early 2000s, there have been a

growing number of studies of Asian learners of

Japan (Andrade & Williams, 2009; Hashimoto,

2002), China (Hu, 2002; Na, 2007), Taiwan

(Cheng, 2002; Chung, 2010; Hou, et al., 2012;

Kao & Craigie, 2010; Wu, 2010), Korea (Kim,

2000), even Vietnam (Linh,2011), the

Philippines (Lucas, 2011; Sioson, 2011) and

many others. However, not only some results

of those studies are contradictory, but also the

participants are various, including young

learners, high school students, general college

students, English majors, non-English majors,

and adult learners, individually. Few

investigate two sample groups at the same time.

Hence, the study intends to find out if there is

any difference on students’ anxiety about

foreign language learning between Taiwanese

English majors and non-English majors, and in

particular, the impacts of anxiety on their

English learning..

2.Literature Review

Characteristics of foreign language

learning anxiety and factors affecting language

anxiety will be reviewed as follows:

Yen-ju Hou：Taiwanese College students’anxiety about foreign language

learning between English majors and non-English majors 59

59

2.1.Characteristics of foreign language

learning anxiety

Language anxiety's affect on language

learning is two folds: positive and negative.

Some consequences caused by language

anxiety are proposed below:

a. Positive affects

Appropriate tension is normal and

necessary. It is suggested that some anxiety can

improve performance (Albert & Habo, 1960;

Scovl, 1978), positively relate to motivation,

and influence both the quality of performance

and the amount of effort invested in it. For

students with higher self-esteem and strong

motivation, anxiety may force them to study

harder, arouse their potential and bring about

unanticipated better outcome.

b. Negative affects

Anxiety's another affect lies in its

negative influences on other variables, such as

motivation, attitude, and strategy use, as well

as in its interfering with language learning

process and performance. Gardner and

MacIntyre (1992) pointed out that "Anxiety

may lead to a reduction in motivation" (p.212).

Such negative relation was also found between

anxiety and attitude. Trylong (1987) found that

students who were very anxious tended to have

lower scores on the attitude measure. In

Chung’s study (2010), findings show that

anxiety is negatively related to attitude and

motivational intensity. Besides, anxiety

influences students' strategy use to compensate

their weakness (Wu, 2010). It seems that

students with higher language anxiety tend to

be less motivated and hold less positive

attitudes toward foreign language learning, and

use less learning strategies as well.

Additionally, anxiety’s negative effect

in interfering with language learning has had

lots of evidence. Findings show that anxiety is

negatively correlated with the following

consequences: Field Independence, which is

strongly associated with the time spent and

attitude (Chapelle & Jameison, 1986);

participation of classroom activities (MacIntyre

& Gardner, 1991, March); short-term and

long-term memory (MacIntyre & Gardner,

1991, December); numbers of words being

learned (MacIntyre, & Gardner, 1988); the rate

of vocabulary learning (MacIntyre & Gardner,

1989,1994a); TOEFL scores (Chapelle &

Jamieson, 1986); course grades (MacIntyre,

1995); and language achievement (Chung,

2010; Horwitz & Young, 1991; Horwitz, et al.,

1986; Hou, et al., 2012; Kao & Craigie, 2010;

Linh,2011; MacIntyre & Gardner, 1991; Wu,

2010). All may cause learning difficulties

(d'Anglejan & Renand, 1985), influence

students' efficiency in language activities

(MacIntyre, 1995); self-confidence (Lalonde &

Gardner, 1984); and even students’ represented

ability. Consequently, language anxiety may

bring about unsatisfactory language outcome.

2.2.Factors Affecting Language Anxiety

According to Horwitz, Horwitz, and

Cope (1986), learning anxiety is “a distinct

complex of self-perceptions, beliefs, feelings,

and behaviors related to classroom language

learning" ( p.128), and may occur any time

during the learning process. Horwitz, et al.

(1986) divided the 33 items of the Foreign


Language Classroom Anxiety Scale (FLCAS)

into three categories relating to general sources

of anxiety, including communication

apprehension, test anxiety, and fear of negative

evaluation.

Related to the three categories, Chung

(2010) defines factors affecting language

anxiety as factors dealing with learner, teacher,

subject matter, and learning context. First,

learner's self- esteem, language aptitude, belief,

learning styles, personality, learning difficulties,

motivation, attitude, motivational intensity, and

language strategy use all may influence their

anxiety about foreign language learning. Then,

students may become anxious because of

teacher's belief, attitude, teaching method,

expectation, rapport, and evaluation. After that,

many students report that they feel more tense

and nervous in language class than other

classes. That is because they are required to

listen and to speak in that target language. In

general, listening and speaking cause more

tense than reading and writing. In addition,

learning a foreign language requires not only to

learn that language itself but also to understand

the culture of that target language, which, quite

often, may bring about some "culture shock"

for language learners. Furthermore, foreign

language learning provides more chances for

students to do oral quizzes, and presentations.

Both are easy to add more tension and anxiety

to students. Last, if students are grouped

homogeneously, and the classroom learning

atmosphere is quite competitive, students may

become more nervous and suffer from

socially-related anxiety.

Later, in Linh’s study (2011), six

possible factors contributing to language

anxiety are categorized as (1) personal and

interpersonal anxieties, (2). learner beliefs

about language learning, (3). instructor beliefs

about language teaching, (4). classroom

procedures, and (6). language testing.

Particularly, an interesting finding was

found in Hou, et al.’s research (2012) entitled

“The impacts of teachers’ beliefs on students’

anxiety about foreign language learning-the

East and the West.” The study concluded that

“Teachers’ beliefs have impacts on their

students’ anxiety about foreign language

learning” (p.250). For example, comparing

with American teachers, many Chinese

teachers tend to emphasize more on the

importance of grammar, excellent

pronunciation, and immediate error correction.

Consequently, Chinese students are more

anxious than American students about feeling

overwhelmed by the number of rules, being

laughed at by other students, and being

corrected by teachers whenever they make a

mistake.

2.3.Definition of terms

2.3.1.College Entrance Exam in Taiwan (CEE)

The College Entrance Exam in Taiwan

(CEE), held on July 1-2 yearly by The College

Entrance Examination Center (CEEC) since

March 1993, has been serving multiple

functions of doing research for improving the

college entrance examination system and

presiding over college entrance examinations

as well. The exam lasts two days for the tests

of Chinese, English, Math, Social Science,

Natural Science, etc. Except for Chinese test

and English test which also cover writing parts,



61

other tests only cover multiple choices. All

tests are with a full score of 100.

2.3.2.National English Test in Proficiency for

All on the Web (NETPAW)

Initiated and funded by the Ministry of

Education (MOE) in 2004, the National

English Test in Proficiency for All on the Web

(NETPAW) was the first in Taiwan, created and

integrated into the education system by the

Council of Europe (CE), to create online

English tests (Fu, et al, 2010). It contains 6

levels: Beginning and Basic (A1), Elementary

(A2), Intermediate (B1), High- Intermediate

(B2), Advanced (C1), and Professional (C2).

All levels contain two stages of listening,

reading and speaking, writing, respectively.

The NETPAW is open to all those who are

interested in finding out what their English

proficiency levels are. With the great

advantages of two musts (English and Internet),

age-free, and many others, NETPAW has been

adopting widely not only in Taiwan but also in

Hong Kong, Australia, USA, etc (Fu, et al,

2010).

2.3.3.The Common European Framework of

Reference (CEFR)

The Common European Framework of

Reference (CEFR) provides a practical tool for

setting clear standards to be attained at

successive stages of learning and for evaluating

outcomes in an internationally comparable

manner. It is the result of extensive research

and ongoing work on communicative

objectives, as exemplified by the popular

‘Threshold level’ concept. It provides a basis

for the mutual recognition of language

qualifications, thus facilitating educational and

occupational mobility and has become a key

reference document and valuable tool for

educational and professional mobility. It is

available in over 35 language versions. There

are 6 levels in CERF, including Breakthrough

(A1), Waystage (A2), Threshold (B1), Vantage

(B2), Effective Operational Proficiency (C1),

and Master (C2). In 2005, the Ministry of

Education (MOE) adopted the CEFR and

required all major tests in Taiwan to be mapped

onto the CEFR for test-users’ reference.

3. Methodology

3.1.The Research Questions

The study intends to answer the

following research questions:

1. How do Taiwanese EFL students perceive

anxiety about foreign language learning

between English majors and non-English

majors?

2. What are the effects of anxiety about foreign

language learning on students’ English

learning between English majors and

non-English majors?

3.2.Purposes of the Study

This study is a step toward providing a

better understanding of Taiwanese EFL college

students’ English learning anxiety between

English majors and non-English majors. In

addition, the study aims to explore the effects

of anxiety on students’ English learning



majors.

3.4.Research methodology

A case study and convenience sampling

were used for the research methodology. It is

the study of a bounded system, which is in a

particular circumstance and with a particular

problem, and also gives readers ‘space” for

their own opinions (Stake, 1988). In addition,

the subjects included in the sample were

“whoever happen to be available at that time”

(Gay & Airasian, 2003, p.112).

3.4.Subjects

One hundred and forty-one freshmen at a

private university in south Taiwan participated

in the study, including 56 male students (40%)

and 85 female students (60%). For the purpose

of the study, they are grouped as English

majors (N=40) and non-English majors

(N=101). In addition to their English scores of

CEE (College Entrance Exam) in 2011 adopted,

they took a National English Test in

Proficiency for All on the Web (NETPAW),

reading part (CEF A2), and filled out a

questionnaire dealing with their background

and anxiety about English learning.

3.5.Data Collection Instrument

The research instruments include a short

survey of students’ background, Classroom

Anxiety Scale (FLCAS), as well as English

scores of College Entrance Exam (CEE) and

English proficiency test (EPT). The FLCAS

was designed by Horwits, Horwitz, and Cope

(1986), which contains 33 items to be

responded to on a five-point Likert scale,

ranging from 1 (SD=strongly disagree) to 5

(SA=strongly agree), indicating level of anxiety.

All the items are divided into 3 domains,

including (a) Communication Apprehension

(CA) (items 1,4,9,14,15,18,24,27,29,30), (b)

Test Anxiety (TA) (items 3, 5, 6, 8, 10, 11, 12,

16, 17, 20, 21, 22, 25, 26, 28), and (c) Fear of

Negative Evaluation (FNE) (items 2, 7, 13, 19,

23, 31) (Horwitz, et al., 1986). Among them,

nine items are negatively stated (items

2,5,8,11,14,18,22,28, and 32), which need to be

recorded reversely. For easy to read, the

questionnaire items were translated into

Chinese for students to fill out.

In Taiwan, high school graduates are

supposed to have the English proficiency of

Intermediate Level (B1), while junior high

school graduates, Elementary Level (A2)

(LTTC, 2011). Since the average score of the

subjects’ College Entrance Exam (CEE) is low

(M=23.05 out of 100), indicating the CEE is

too difficult for most of them, it’s appropriate

to adopt another test with a lower level, that is

Level A2, elementary level. Hence, in addition

to students’ English scores of CEE in the

summer of 2011, their scores of NETPAW (A2)

taken in late September that year were used as

students’ another English performance.

Along with descriptive statistics of mean,

standard deviation, and percentages, a Pearson

correlation, t test, and Regression Analysis

were used to answer the research questions. All

available data were processed by SPSS 16

(Statistical Package of Social Science). In this

study, the significance level was set at p<.05.

4.Findings and results

Findings include (1) the reliability of the



63

questionnaire; (2) differences of students’

English scores and anxiety about English

learning; (3) correlation among English scores

and anxiety; (4) differences on English scores

and anxiety between English majors and

non-English majors, as well as (5) regression

analysis summary for anxiety variables with

students’ English scores of CEE and NETPAW.

The findings are described below:

1.The reliability of the research instrument

The reliability of the questionnaire in the

study is Cronach Alpha =.930 (N of case=33).

“If a test were perfectly reliable, the reliability

coefficient would be 1,00….However, no test

is perfect reliable.” (Gay & Airasian, 2003,

p.141). Hence, the result indicates that the

research instrument of the study is quite

reliable, which supports most other studies

using AFLCAS as research instrument.

2. Differences of English scores of CEE,

NETPAW, and anxiety between English

majors and non-English majors.

It’s found that comparing with

non-English major students, English major

students have higher means in both English

scores and anxiety, but significant

differences only exist in English scores of

CEE (p<.01) and NETPAW (p<.05) not in

anxiety.

Both of the English scores show

that the participating college students’

English proficiency is not satisfactory

which is similar to the results of Chung’s

(2010) and Wu’s (2010).

As for anxiety levels, the results

indicate that the students are with high

level of anxiety (M=3.06--3.13), which is

also similar to Wu’s 66 adult learners

(2010), in which “90% of the participants

experienced high levels of anxiety” (p.180),

and Lucas, et al.’s 250 the Philippine

college students (2011) (M=3.05). But the

result is different from that of Kao &

Craigie’s 101 college students (2010) with

“slightly below average” (M=2.92) and

Wang’s 363 medical university students

(M=2.93), in which “overall the medical

university students’ foreign language

anxiety fell in the medium level range”

(p.57). The findings of the study are shown

below:

011)

3. Correlations among CEC score, NETPAW

score, Communication Apprehension (CA),

Test Anxiety (TA), Fear of Negative

Evaluation (FNE), and Foreign Language

Classroom Anxiety Scale (FLCAS)

By using Pearson Correlation analysis, it’s

found that strong corrections exist in

the English scores of CEE (College

Entrance Exam) and NETPAW

(National English Test of Proficiency

for All on the Web ( NETPAW)

(p<.01), as well as all the three

domains of anxiety (p<.01) are

strongly correlated to one another:

Communication Apprehension (CA),

Test Anxiety (TA), Fear of Negative

Evaluation (FNE), and Foreign

Language Classroom Anxiety Scale

(FLCAS) are strongly correlated to

one another (p<.01). However,

English score of NETPAW (National


English Test of Proficiency for All on

the Web) is found to be negatively

correlated to anxiety of CA

(Communication Apprehension)

(p<.05), TA(Test Anxiety) (p<.01),

FNE (Fear of negative

Evaluation)(p<.05), and FLCAS

(Foreign Language Classroom

Anxiety Scale)(p<.01). The findings

are shown below:

Table 2. Differences of English scores of CEE, NETPAW and anxiety between English majors

and non-English majors

majors N Mean SD Low High Sig

CEE English major 26 27.40 9.91 10.00 43.50 .006

Non-English 103 21.65 8.57 3.00 50.00

all 129 23.05 9.08 3.00 50.00

NETPAW English major 31 57.33 17.92 25.00 85.00 .036

Non-English 82 49.76 16.58 15.00 87.50

all 113 51.84 17.21 15.00 87.50

anxiety English major 33 3.13 .48 2.33 4.64 .502

Non-English 102 3.06 .51 1.24 4.30

all 135 3.08 .51 1.24 4.64

Note. CEE: College Entrance Exam in Taiwan

NETPAW: National English Test in Proficiency for All on the Web

Table 3. Correlations among CEC score, NETPAW score, CA (Communication Apprehension), TA

(Test Anxiety), FNE (Fear of Negative Evaluation), FLCAS (Foreign Language

Classroom Anxiety Scale)

CEE NETPAW CA TA FNE FLCAS

CEE -- .464** -.010 -.139 -.067 -.077

NETPAW -- -.210* -.327** -.231* -.287**

CA -- .753** .828** .923**

TA --- .750** .932**

FNE --- .907**

FLCAS ---

* p<.05 ** p<.01

Note. CEE=College Entrance Exam Score, NETPAW= National English Test in Proficiency for

All in the Web, CA= Communication Apprehension, TA=Test Anxiety, FNE=Fear of

negative Evaluation, FLCAS=Foreign Language Classroom Anxiety Scale

4.Descriptive analysis of CA(Communication

Apprehension), TA(Test Anxiety), FNE(Fear

of Negative Evaluation), FLCAS(Foreign

Language Classroom Anxiety Scale)



65

Between English majors and non-English

majors

Though the findings show that there

is no significant difference on anxiety


majors, yet for all students and English majors,

they suffer most from Comprehension

Apprehension (CA)(M=3.21 and 3.29,

respectively), and followed by Fear of

Negative Evaluation (FNE)(M=3.20 and 3.26,

respectively), and Test Anxiety (TA)(M=2.94

and 2.95, respectively). But, for non-English

majors, Fear of Negative Evaluation (FNE) is

what they suffer most (M=3.19), and followed

by Communication Apprehension (CA)

(M=3.18) and Test Anxiety (TA) (M=2.94).

In general, English majors have higher

means in anxiety than non-English majors,

however, non-English majors worry more

about speaking in English class (item 1), the

consequences of failing the course (item 10),

and getting so nervous that forget things they

know (item 12). Besides, non-English majors

often feel like not going to the English class

(item 17), and feel embarrassed to volunteer

answers in English class (item 13) (see

Appendix).

In particular, among the individual

items of the Foreign Language Classroom

Anxiety Scale (FLCAS), there is a significant

difference on items 25 and 29 between

English majors and non-English majors.

English majors are more anxious than

non-English majors on “English class moves

so quickly that I worry about getting left

behind” (item 25) (p<.05), and “I get nervous

when I don’t understand every word the

English teacher says” (item 29) (p<.05) (see

Appendix). The findings are shown below:

Table 4. Descriptive analysis of anxiety about foreign language learning

anxiety majors N Mean SD Low High Sig rank

CA English major 33 3.29 .52 2.45 5.00 .310 (1)

Non-English 103 3.18 .55 1.27 4.64 (2)

all 136 3.21 .54 1.27 5.00 (1)

TA English major 33 2.95 .48 2.20 4.20 .870 (3)

Non-English 105 2.94 .54 1.27 4.33 (3)

all 138 2.94 .52 1.27 4.33 (3)

FNE English major 33 3.26 .66 2.14 5.00 .533 (2)

Non-English 104 3.19 .60 1.14 4.86 (1)

all 137 3.20 .61 1.14 5.00 (2)

FLCA English major 33 3.13 .48 2.33 4.63 .502

Non-English 102 3.06 .51 1.24 4.30


all 135 3.08 .51 1.24 4.63

Note. CA= Communication Apprehension, TA=Test Anxiety, FNE=Fear of negative Evaluation

FLCAS= Foreign Language Classroom Anxiety Scale

5. Regression analysis summary for anxiety

variables with students’ English scores of

College Entrance Exam(CEE) and National

English Test of Proficiency All on Web

(NETPAW)

By Regression Analysis, it’s found

that students’ Test Anxiety (TA) and Foreign


are negatively predictive of their English

scores of NETPAW (National English Test of

Proficiency All on Web) for all of the

participants (p<.01) and English majors

(p<.05).

In addition, the findings show that for

English majors, Foreign Language Classroom

Anxiety Scale (FLCAS) is predictive of their

English scores of College Entrance Exam (CEE)

negatively (p<.01). But for non-English majors,

FLCAS is positively predictive of their CEE

scores (p<.01). In other words, English majors

with higher level anxiety seem to have lower

English scores of CEE (College Entrance

Exam), while non-English majors who have

higher level anxiety tend to have higher scores

of CEE (College Entrance Exam).

The results reveal that in terms of


Exam), anxiety’s negative affects appear on

English majors, while its positive affects

become obvious on non-English majors. The

findings are shown below:

Table 5. Regression analysis summary for anxiety variables with English scores of CEE and

NETPAW

anxiety majors N

CEE NETPAW

t sig t sig

CA English 33 1.002 .327 .575 .570

Non-English 103 1.672 .110 .271 .789

all 136 1.636 .105 .788 .432

TA English 33 -1.919 .068 -2.543 .017

Non-English 105 -1.308 .206 -1.819 .084

all 138 -1.695 .093 -2.714 `008

FNE English 33 -1.257 .222 -.178 .860

Non-English 104 -.638 .530 .851 .405

all 137 -.695 .488 -.172 .863

FLCAS English 33 -2.928 .007 -2.590 .015

Non-English 105 3.234 .002 1.899 .061

all 138 -.857 .393 -3.098 .002



67

Note. CA= Communication Apprehension, TA=Test Anxiety, FNE=Fear of Negative Evaluation

FLCAS= Foreign Language Classroom Anxiety Scale, CEE=College Entrance Exam

NETPAW=National English Test of Proficiency All on Web

Dependent variables: English scores of College Entrance Exam (CEE) and National English

Test of Proficiency All on Web (NETPAW)

Conclusion and Implication

Some conclusions and implications

derived from the study are described below:

Conclusion:

1. The research instrument is Cronbach's

Alpha=.93, which supports the high

reliability of the Foreign Language

Classroom Anxiety Scale (FLCAS) of

others’ studies.

2. In the study, English majors have better

scores of the two English tests, College

Entrance Exam (CEE) (p<.01) and National

English Test in Proficiency for All on the

Web (NETPAW) (p<.05)

3. Between English majors and non-English

majors, there is no significant difference on

their anxiety about English learning,

including Communication Apprehension

(CA), Test Anxiety (TA), Fear of Negative

Evaluation (FNE) and Foreign Language

Classroom Anxiety Scale (FLCAS).

4. English scores of College Entrance Exam

(CEE) and National English Test in

Proficiency for All on the Web (NETPAW)

are strongly correlated to each other (p<.01).

In addition, Communication Apprehension



Classroom Anxiety Scale (FLCAS) are

strongly correlated to one another (p<.01).

But only English score of NETPAW is

correlated to Communication Apprehension



Classroom Anxiety Scale (FLCAS)

negatively.

5. Though there is no significant difference on

anxiety between English majors and

non-English majors, yet for all students (and

English majors), they suffer most from

Comprehension Apprehension (CA),

followed by Fear of Negative Evaluation

(FNE), and Test Anxiety (TA). But, for

non-English majors, Fear of Negative

Evaluation (FNE) is what they suffer most,

followed by Communication Apprehension

(CA) and Test Anxiety (TA). In general,

English majors have higher means in anxiety

than non-English majors, however,

non-English majors worry more about

speaking in English class, the consequences

of failing the course, and getting nervous to

forget things they know. Besides,

non-English majors often feel like not going

to the English class, and feel embarrassed to

volunteer answers in English class. In

particular, English majors are more anxious

than non-English majors on “English class

moves so quickly that I worry about getting

left behind”, and “I get nervous when I don’t

understand every word the English teacher

says”. The results are quite different from

Lucas, et al.’s (2011), in which what the

participants experience most is Test Anxiety


(TA), then Fear of Negative Evaluation

(FNE), and Communication Apprehension

(CA). The possible explanation is because of

the learning situation. In Lucas, et al.’s study,

participants are college students in Manila,

the capital city of the Philippines where

English is the second and official language,

so students are used to the real situation of

English communication. On the contrary,

English in Taiwan is a foreign language, and

many Chinese students don’t have many

chances to communicate in English,

additionally, many Chinese students are like

“test- taking machines”, so they tend to feel

more anxious in communication

apprehension instead of test anxiety.

6. Students’ Test Anxiety (TA) and Foreign


are found to be negatively predictive of their

English scores of NETPAW (National

English Test of Proficiency All on Web) for

all of the participants and English majors. In

addition, Foreign Language Classroom

Anxiety Scale (FLCAS) is predictive of

English majors’ scores of College Entrance

Exam (CEE) negatively. But for non-English

majors, FLCAS is positively predictive of

their CEE scores. In other words, English

majors with higher level anxiety seem to

have lower English scores of CEE (College

Entrance Exam), while non-English majors

who have higher level anxiety tend to have

higher scores of CEE (College Entrance

Exam). The results reveal that in terms of


Exam), anxiety’s negative affects appear on

English majors, while its positive affects

become obvious on non-English majors.

Implication

1. Foreign language learning anxiety is found

to be negatively predictive of students’

English learning, so teachers should be

aware of the important role in their learning

process and help them to reduce it for a

better achievement.

2. For English majors, they have higher

self-expectation and worry more about

getting left behind (p<.01) and not

understanding teachers’ teaching (p<.05)

than non-English majors, so teachers

should focus on more effective teaching

and train the students to use appropriate

strategies to improve their weakness.

3. For non-English majors, they suffer more

from lacking self-confidence and being

frustrated in the consequence of failing the

English class, so teachers should provide

them chances for getting self achievement

by setting reachable objectives, selecting

appropriate materials, designing suitable

activities and types of evaluation.

4. Last but not least, let students know that

anxiety is normal and likely to arouse in

every learning stage, and try to make the

best use of its positive and negative effects

on learning.

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Appendix : Mean, Standard Deviation of Foreign Language Classroom Anxiety Scale (FLCAS)

items with Percentages of Students Selecting Each Alternative ( SD= Strongly agree,

A= agree, NC= No Comment, D= disagree, SD= Strongly disagree)

a. Communication Apprehension (N=141)

items majors SA

%

A

%

NC

%

D

%

SD

%

M SD Rank

1. I never feel quite sure of myself

when I am speaking in my English

class.

English 3.0 45.5 39.4 9.1 3.0 2.63 .82

Non-E 1.4 19.3 40.7 35.7 2.9 2.80 .94

all 2.8 17.7 39.0 34.0 6.4 2.76 .91 (11)

4. It frightens me when I don't

understand what the teacher is

saying in English class.

English 0 18.2 30.3 45.5 6.1 3.39 .86

Non-E 4.3 12.3 40.6 35.5 7.2 3.32 .94

all 7.1 42.1 30.7 17.9 2.1 3.34 .92 (04)

9. I start to panic when I have to speak

without preparation in English class.

English 3.0 12.1 24.2 48.5 12.1 3.54 .97

Non-E 2.2 10.1 36.2 40.6 10.9 3.50 .94

all 12.1 42.6 34.0 7.1 4.3 3.51 .94 (01)

14. I would not be nervous speaking

with English native speakers.

English 3.0 21.2 24.2 36.4 15.2 3.39 1.08

Non-E 3.8 21.0 48.6 21.0 5.7 3.33 .93

all 2.8 14.9 34.8 36.2 11.3 3.38 .96 (02)

15. I get upset when I don't understand

what the teacher is correcting.

English 0 12.1 36.4 42.4 9.1 3.48 .83

Non-E 3.8 21.0 48.6 21.0 5.7 3.28 .78

all 4.3 40.0 10.7 14.3 0.7 3.32 .79 (06)

18. I feel confident when I speak in

English class.

English 0 6.1 51.5 36.4 6.1 3.42 .70

Non-E 1.9 8.6 51.4 31.4 6.7 3.17 .89

all 3.6 11.6 47.8 31.9 5.1 3.23 .85 (07)

24. I feel very self-conscious about

speaking English in front of other

students.

English 0 30.3 42.4 18.2 9.1 3.06 .93

Non-E 3.8 16.2 38.1 32.4 9.5 3.07 .91

all 6.5 22.5 46.4 21.0 3.6 3.07 .91 (09)

27. I get nervous and confused when I

am speaking in my English class.

English 0 51.5 21.2 18.2 9.1 2.84 1.03

Non-E 2.9 21.9 41.0 23.8 10.5 2.90 .99

all 6.5 19.6 36.2 31.9 5.8 2.89 1.00 (10)

29. I get nervous when I don't

understand every word the English

English 0 12.1 42.4 33.3 12.1 3.45 .86

Non-E 0 0 6.7 46.2 47.1 3.03 .89



73

teacher says. all 7.2 23.9 47.1 18.8 2.9 3.13 .90 (08)

30. I feel overwhelmed by the number

of rules I have to learn to speak

English.

English 0 15.2 27.3 39.4 18.2 3.60 .96

Non-E 1.0 2.9 21.0 49.5 25.7 3.29 1.04

all 13.8 33.3 32.6 16.7 3.6 3.36 1.03 (03)

32. I would probably feel comfortable

around native speakers of English.

English 3.0 9.1 48.5 24.2 15.2 3.39 .96

Non-E 1.0 5.8 35.6 40.4 17.3 3.32 .80

all 2.2 8.7 50.7 29.7 8.7 3.34 .84 (04)

average English 3.29 .52 (1)

Non-E 3.18 .55 (2)

all 3.21 .54 (1)

b. Test anxiety:

items major SA

%

A

%

NC

%

D

%

SD

%

M SD Rank

3. I tremble when I know that I am

going to be called on in English

class.

English 3.0 30.3 27.3 30.3 9.1 3.12 1.05

Non-E 6.4 21.4 40.0 22.9 9.3 3.19 1.05

all 8.5 34.0 29.8 22.0 5.7 3.17 1.05 (04)

5. It wouldn't bother me at all to take

more English classes.

English 3.0 27.3 39.4 24.2 6.1 3.03 .95

Non-E 5.1 21.7 46.4 24.6 2.2 2.98 .92

all 4.3 25.5 41.8 23.4 5.0 2.99 .92 (05)

6. During English class, I find myself

thinking about things that have

nothing to do with the course.

English 0 6.1 42.4 39.4 12.1 3.57 .79

Non-E 4.3 15.2 39.9 32.6 8.0 3.37 .95

all 10.6 37.6 36.9 12.8 2.1 3.41 .91 (02)

8. I am usually at ease during tests in

my English class.

English 3.0 24.2 36.4 33.3 3.0 3.09 .91

Non-E 7.2 38.4 41.3 10.9 2.2 2.93 1.01

all 4.3 31.2 34.0 24.1 6.4 2.97 .99 (06)

10. I worry about the consequences of

failing my English class.

English 3.0 21.2 21.2 42.4 12.1 3.39 1.05

Non-E 3.6 15.2 41.3 26.8 13.0 3.59 1.04

all 18.4 37.6 27.7 12.8 3.5 3.54 1.04 (01)

11. I don't understand why some

people get so upset over English

class.

English 3.0 24.2 57.6 12.1 3.0 2.87 .78

Non-E 8.7 30.4 44.9 13.8 2.2 3.00 .88

all 4.3 22.0 49.6 20.6 3.5 2.97 .86 (06)


12. In English class, I can get so

nervous that I forget things I know.

English 6.1 42.4 33.3 15.2 3.0 2.66 .92

Non-E 10.1 34.1 36.2 16.7 2.9 2.89 .95

all 3.5 22.7 33.3 35.5 5.0 2.84 .95 (10)

16. Even if I am well prepared for

English class, I feel anxious about

it.

English 3.0 39.4 36.4 15.2 6.1 2.81 .95

Non-E 4.8 17.1 34.3 31.4 12.4 2.76 .92

all 4.3 14.2 44.0 30.5 7.1 2.78 .92 (11)

17. I often feel like not going to my

English class.

English 6.1 39.4 42.4 9.1 3.0 2.63 .85

Non-E 6.7 32.4 40.0 16.2 4.8 2.97 1.02

all 6.4 17.9 41.4 27.1 7.1 2.89 .99 (08)

20. I can feel my heart pounding when

I'm going to be called on in

English class.

English 0 15.2 36.4 42.4 6.1 3.39 .82

Non-E 7.7 17.3 40.4 30.8 3.8 3.23 .98

all 8.0 34.1 39.9 13.8 4.3 3.27 .94 (03)

21. The more I study for an English

test, the more confused I get.

English 3.0 45.5 36.4 12.1 3.0 2.66 .85

Non-E 17.6 25.5 35.3 16.7 4.9 2.61 .91

all 2.9 13.8 32.6 44.9 5.8 2.63 .89 (13)

22. I don't feel pressure to prepare

very well for English class.

English 9.1 45.5 36.4 6.1 3.0 2.48 .87

Non-E 3.8 17.3 35.6 30.8 12.5 2.45 .75

all 9.4 42.8 40.6 6.5 0.7 2.46 .78 (15)

25. English class moves so quickly

that I worry about getting left

behind.

English 0 36.4 30.3 21.2 12.1 3.09 1.04

Non-E 6.7 26.7 30.5 24.8 11.4 2.63 .88

all 5.1 13.0 39.9 35.5 6.5 2.74 .94 (12)

26. I feel more tense and nervous in

my English class than in my other

classes.

English 6.1 51.5 21.2 12.1 9.1 2.66 1.08

Non-E 5.7 15.2 29.5 31.4 18.1 2.53 .91

all 3.6 11.6 32.6 42.0 10.1 2.56 .95 (14)

28. When I'm on my way to English

class, I feel very sure and relaxed.

English 0 30.3 57.6 9.1 3.0 2.84 .71

Non-E 3.8 8.6 32.4 36.2 19.2 2.87 .82

all 2.9 26.1 56.5 10.1 4.3 2.86 .79 (09)

average English 2.95 .48 (3)

Non-E 2.94 .54 (3)

all 2.94 .52 (3)



75

c. Fear of negative evaluation:

items major SA

%

A

%

NC

%

D

%

SD

%

M SD Rank

2. I don't worry about making

mistakes in English class.

English 0 24.2 30.3 36.4 9.1 3.30 .95

Non-E 6.4 27.7 44.0 18.4 3.5 3.12 .96

all 3.5 23.4 31.2 36.9 5.0 3.16 .96 (05)

7. I keep thinking that other students

are better at English than I am.

English 0 15.2 39.4 30.3 15.2 3.45 .93

Non-E 5.8 36.2 30.4 22.5 5.1 3.40 .93

all 11.3 36.2 38.3 11.3 2.8 3.41 .93 (03)

13. It embarrassed me to volunteer

answers in my English class.

English 0 24.2 42.4 27.3 6.1 3.15 .87

Non-E 6.5 21.0 41.3 22.5 8.7 3.25 .92

all 8.6 26.4 47.1 15.0 2.9 3.22 .90 (04)

19. I am afraid that my English

teacher is ready to correct every

mistake I make.

English 0 24.2 60.6 9.1 6.1 2.96 .76

Non-E 2.9 13.3 37.1 39.0 7.6 2.98 .89

all 3.6 21.0 49.3 21.7 4.3 2.97 .86 (06)

23. I always feel that the other

students speak English better

than I do.

English 0 15.2 39.4 33.3 12.1 3.42 .90

Non-E 3.8 17.3 35.6 30.8 12.5 3.41 .87

all 8.7 40.6 36.2 13.0 1.4 3.42 .87 (02)

31. I am afraid that the other students

will laugh at me when I speak

English.

English 0 39.4 39.4 12.1 9.1 2.90 .94

Non-E 4.8 17.1 44.8 25.7 7.6 2.80 .95

all 5.8 15.2 39.9 34.1 5.1 2.82 .95 (07)

33. I get nervous when English

teacher asks questions which I

haven't prepared in advance.

English 0 3.0 39.4 45.5 12.1 3.66 .73

Non-E 0 17.1 44.8 26.7 11.4 3.35 .90

all 8.7 40.6 37.7 10.9 2.2 3.42 .87 (01)

Average English 3.26 .66 (2)

Non-E 3.19 .60 (1)

all 3.20 .61 (2)

Note. Figures were rounded to nearest percentage, hence some

percentage columns may add to slightly below or above 100%


Mean, Standard Deviation of Foreign Language Classroom Anxiety Scale (FLCAS) items with

Percentages of Students Selecting Each Alternative N=141

( SA= Strongly agree, A= Agree, N= No Comment, D= Disagree, SD= Strongly disagree)

Content major SA

%

A

%

NC

%

D

%

SD

%

M SD Rank

1. I never feel quite sure of myself when

I am speaking in my English class.

English 3.0 45.5 39.4 9.1 3.0 2.63 .82

Non-E 1.4 19.3 40.7 35.7 2.9 2.80 .94

all 2.8 17.7 39.0 34.0 6.4 2.76 .91 (29)

2. I don't worry about making mistakes in

English class.

English 0 24.2 30.3 36.4 9.1 3.30 .95

Non-E 6.4 27.7 44.0 18.4 3.5 3.12 .96

all 3.5 23.4 31.2 36.9 5.0 3.16 .96 (16)

3. I tremble when I know that I am going to be

called on in English class.

English 3.0 30.3 27.3 30.3 9.1 3.12 1.05

Non-E 6.4 21.4 40.0 22.9 9.3 3.19 1.05

all 8.5 34.0 29.8 22.0 5.7 3.17 1.05 (15)

4. It frightens me when I don't understand what

the teacher is saying in English class.

English 0 18.2 30.3 45.5 6.1 3.39 .86

Non-E 4.3 12.3 40.6 35.5 7.2 3.32 .94

all 7.1 42.1 30.7 17.9 2.1 3.34 .92 (09)

5. It wouldn't bother me at all to take more

English classes.

English 3.0 27.3 39.4 24.2 6.1 3.03 .95

Non-E 5.1 21.7 46.4 24.6 2.2 2.98 .92

all 4.3 25.5 41.8 23.4 5.0 2.99 .92 (19)

6. During English class, I find myself thinking

about things that have nothing to do with the

course.

English 0 6.1 42.4 39.4 12.1 3.57 .79

Non-E 4.3 15.2 39.9 32.6 8.0 3.37 .95

all 10.6 37.6 36.9 12.8 2.1 3.41 .91 (05)

7. I keep thinking that other students are better

at English than I am.

English 0 15.2 39.4 30.3 15.2 3.45 .93

Non-E 5.8 36.2 30.4 22.5 5.1 3.40 .93

all 11.3 36.2 38.3 11.3 2.8 3.41 .93 (05)

8. I am usually at ease during tests in my

English class.

English 3.0 24.2 36.4 33.3 3.0 3.09 .91

Non-E 7.2 38.4 41.3 10.9 2.2 2.93 1.01

all 4.3 31.2 34.0 24.1 6.4 2.97 .99 (21)

9. I start to panic when I have to speak without

preparation in English class.

English 3.0 12.1 24.2 48.5 12.1 3.54 .97

Non-E 2.2 10.1 36.2 40.6 10.9 3.50 .94

all 12.1 42.6 34.0 7.1 4.3 3.51 .94 (02)

10. I worry about the consequences of failing

my English class.

English 3.0 21.2 21.2 42.4 12.1 3.39 1.05

Non-E 3.6 15.2 41.3 26.8 13.0 3.59 1.04

all 18.4 37.6 27.7 12.8 3.5 3.54 1.04 (01)



77

11. I don't understand why some people get so

upset over English class.

English 3.0 24.2 57.6 12.1 3.0 2.87 .78

Non-E 8.7 30.4 44.9 13.8 2.2 3.00 .88

all 4.3 22.0 49.6 20.6 3.5 2.97 .86 (21)

12. In English class, I can get so nervous that I

forget things I know.

English 6.1 42.4 33.3 15.2 3.0 2.66 .92

Non-E 10.1 34.1 36.2 16.7 2.9 2.89 .95

all 3.5 22.7 33.3 35.5 5.0 2.84 .95 (26)

13. It embarrassed me to volunteer answers in

my English class.

English 0 24.2 42.4 27.3 6.1 3.15 .87

Non-E 6.5 21.0 41.3 22.5 8.7 3.25 .92

all 8.6 26.4 47.1 15.0 2.9 3.22 .90 (14)

14. I would not be nervous speaking with

English native speakers.

English 3.0 21.2 24.2 36.4 15.2 3.39 1.08

Non-E 3.8 21.0 48.6 21.0 5.7 3.33 .93

all 2.8 14.9 34.8 36.2 11.3 3.38 .96 (07)

15. I get upset when I don't understand what the

teacher is correcting.

English 0 12.1 36.4 42.4 9.1 3.48 .83

Non-E 3.8 21.0 48.6 21.0 5.7 3.28 .78

all 4.3 40.0 10.7 14.3 0.7 3.32 .79 (11)

16. Even if I am well prepared for English

class, I feel anxious about it.

English 3.0 39.4 36.4 15.2 6.1 2.81 .95

Non-E 4.8 17.1 34.3 31.4 12.4 2.76 .92

all 4.3 14.2 44.0 30.5 7.1 2.78 .92 (28)

17. I often feel like not going to my English

class.

English 6.1 39.4 42.4 9.1 3.0 2.63 .85

Non-E 6.7 32.4 40.0 16.2 4.8 2.97 1.02

all 6.4 17.9 41.4 27.1 7.1 2.89 .99 (23)

18. I feel confident when I speak in English

class.

English 0 6.1 51.5 36.4 6.1 3.42 .70

Non-E 1.9 8.6 51.4 31.4 6.7 3.17 .89

all 3.6 11.6 47.8 31.9 5.1 3.23 .85 (13)

19. I am afraid that my English teacher is ready

to correct every mistake I make.

English 0 24.2 60.6 9.1 6.1 2.96 .76

Non-E 2.9 13.3 37.1 39.0 7.6 2.98 .89

all 3.6 21.0 49.3 21.7 4.3 2.97 .86 (20)

20. I can feel my heart pounding when I'm

going to be called on in English class.

English 0 15.2 36.4 42.4 6.1 3.39 .82

Non-E 7.7 17.3 40.4 30.8 3.8 3.23 .98

all 8.0 34.1 39.9 13.8 4.3 3.27 .94 (12)

21. The more I study for an English test, the

more confused I get.

English 3.0 45.5 36.4 12.1 3.0 2.66 .85

Non-E 17.6 25.5 35.3 16.7 4.9 2.61 .91

all 2.9 13.8 32.6 44.9 5.8 2.63 .89 (31)


22. I don't feel pressure to prepare very well for

English class.

English 9.1 45.5 36.4 6.1 3.0 2.48 .87

Non-E 3.8 17.3 35.6 30.8 12.5 2.45 .75

all 9.4 42.8 40.6 6.5 0.7 2.46 .78 (33)

23. I always feel that the other students speak

English better than I do.

English 0 15.2 39.4 33.3 12.1 3.42 .90

Non-E 3.8 17.3 35.6 30.8 12.5 3.41 .87

all 8.7 40.6 36.2 13.0 1.4 3.42 .87 (04)

24. I feel very self-conscious about speaking

English in front of other students.

English 0 30.3 42.4 18.2 9.1 3.06 .93

Non-E 3.8 16.2 38.1 32.4 9.5 3.07 .91

all 6.5 22.5 46.4 21.0 3.6 3.07 .91 (18)

25. English class moves so quickly that I worry

about getting left behind.

English 0 36.4 30.3 21.2 12.1 3.09 1.04

Non-E 6.7 26.7 30.5 24.8 11.4 2.63 .88

all 5.1 13.0 39.9 35.5 6.5 2.74 .94 (30)

26. I feel more tense and nervous in my English

class than in my other classes.

English 6.1 51.5 21.2 12.1 9.1 2.66 1.08

Non-E 5.7 15.2 29.5 31.4 18.1 2.53 .91

all 3.6 11.6 32.6 42.0 10.1 2.56 .95 (32)

27. I get nervous and confused when I am

speaking in my English class.

English 0 51.5 21.2 18.2 9.1 2.84 1.03

Non-E 2.9 21.9 41.0 23.8 10.5 2.90 .99

all 6.5 19.6 36.2 31.9 5.8 2.89 1.00 (24)

28. When I'm on my way to English class, I feel

very sure and relaxed.

English 0 30.3 57.6 9.1 3.0 2.84 .71

Non-E 3.8 8.6 32.4 36.2 19.2 2.87 .82

all 2.9 26.1 56.5 10.1 4.3 2.86 .79 (25)

29. I get nervous when I don't understand every

word the English teacher says.

English 0 12.1 42.4 33.3 12.1 3.45 .86

Non-E 0 0 6.7 46.2 47.1 3.03 .89

all 7.2 23.9 47.1 18.8 2.9 3.13 .90 (17)

30. I feel overwhelmed by the number of rules I

have to learn to speak English.

English 0 15.2 27.3 39.4 18.2 3.60 .96

Non-E 1.0 2.9 21.0 49.5 25.7 3.29 1.04

all 13.8 33.3 32.6 16.7 3.6 3.36 1.03 (08)

31. I am afraid that the other students will laugh

at me when I speak English.

English 0 39.4 39.4 12.1 9.1 2.90 .94

Non-E 4.8 17.1 44.8 25.7 7.6 2.80 .95

all 5.8 15.2 39.9 34.1 5.1 2.82 .95 (27)

32. I would probably feel comfortable around

native speakers of English.

English 3.0 9.1 48.5 24.2 15.2 3.39 .96

Non-E 1.0 5.8 35.6 40.4 17.3 3.32 .80

all 2.2 8.7 50.7 29.7 8.7 3.34 .84 (10)



79

33. I get nervous when English teacher asks

questions which I haven't prepared in

advance.

English 0 3.0 39.4 45.5 12.1 3.66 .73

Non-E 0 17.1 44.8 26.7 11.4 3.35 .90

all 8.7 40.6 37.7 10.9 2.2 3.42 .87 (03)

average English 3.13 .48

Non-E 3.06 .51

all 3.08 .51


大專英語主修學生和非英語主修學生對外語學習的焦慮感之探討

侯妍如

樹人醫護管理專科學校

摘要

本研究旨在探討大專英語主修學生和非英語主修學生對外語學習的焦慮感之異同，研

究對象為南台灣一所私立大專校院的 141位學生，其中 40位為英語主修，另 101位為非英語

主修。研究工具為外語學習焦慮問卷調查 (Foreign Language Classroom Anxiety Scale,

FLCAS)( Horwitz, Horwits, and Cope,1986)以及英文能力測驗。結果顯示，一般學生對外

語學習的焦慮感確實會影響他們的英語學習，尤其英語主修的學生，雖然比非英語主修的學

生有較高的自我期許，但也比較憂慮會落後別人或聽不懂老師的教學。相對地，非英語主修

的學生則較缺乏自信、且擔心英文不及格。教師若能瞭解學生的個別差異，因材施教，當能

降低學生的外語學習焦慮，提升學生的英語學習成效。

關鍵辭：外語學習焦慮、英語主修、非英語主修、英語學習成效

Documents

Taiwanese College students anxiety about foreign language … · 2016. 10. 19. · anxiety and attitude. Trylong (1987) found that students who were very anxious tended to have lower