Foreign Language Classroom Anxiety
Results & Analysis
Quantitative:
SPSS
• FLCAS
• STAI
• Student Background info.
• Staff Background info.
Qualitative:
Nvivo?
• Student info. Q’s: 1-3
• Classroom Recordings
• Staff Interviews
• Student Interviews
I have provided a folder with each of the 12 students’ data to enable effective comparisons.
All of the classroom recordings, staff, and student interviews have been transcribed.
Sections to include:
1. Descriptive statistics for the FLCAS & STAI.
2. Student Background Findings.
3. Classroom Observation Findings from audio transcriptions.
4. Interview Findings.
5. Anxiety Profile and language examples for the 12 students based on the FLCAS, Observation Recordings, STAI, & Interviews.
6. Summary.
Research questions:
1. To what extent is FLA evident among the sample?
2. Which of the 4 skills is most commonly associated with FLA among the sample?
3. What are the primary factors that contribute to FLA?
4. How do staff and students deal with instances of FLA within the classroom?
Sample:
The sample for the research came from the largest year 1 module
– #2: 801 students and 23 lecturers.
Module Female Male Grand Total
1 55 70 125
2 542 259 801
3 96 340 436
4 196 167 363
5 124 24 148
6 209 254 463
Grand Total 1222 1114 2336
Data collection phases:
1. Foreign Language Classroom Anxiety Scale (FLCAS).
• The lecturers were briefed as to the administration protocol and provided with an instructional PPt to aid with standardisation.
• The FLCAS was administered across the board at the commencement of week 2.
• The returned FLCAS forms were then entered into SPSS to identify relevant students.
• After factoring in the staff/student absences and incomplete/incorrectly filled-in survey forms, the researcher was left with a total of 698 usable forms – approximately 87%.
2. Classroom Recordings.
• 15 potential student interview candidates were identified across 5 different classes from preliminary phase 1 data analysis.
• All students within the 5 classes completed the A-Trait form in the class prior to the recordings taking place.
• The students were subsequently recorded giving in-class presentations to their peers. On the day of the recordings and presentations they completed form A-State.
• The researcher provided each lecturer with a basic observation sheet to note down any observable instances of anxiety.
• The recordings were then transcribed; the original 15 students were invited to take part in the phase 3 interviews – 14 agreed, 1 declined, and 1 was a no-show, leaving 12 in total.
3. Student & Staff Interviews:
• A total of 12 students took part in face-to-face interviews – 5 male and 7 female (3 high, 6 medium, & 3 low FLCAS scores).
• With the aid of the translator, all of the students were able to provide answers to the questions posed – the average interview lasting approximately 15 minutes.
• In addition to the 5 lecturers whose classes were recorded, 2 further staff members from the module where invited to take part in the interview owing to their experience in China.
