Perception of Chinese Junior High School Students on Factors and Activities Causing Anxiety in English Language Learning
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The objectives of this study were 1) to investigate the factors causing the Chinese English language learner anxiety, and 2) to explore the activities that may cause anxiety in learning English. A mixed-methods approach was used in this study. 124 high school students from Yunnan Province, China, were selected with stratified population sampling techniques calculated by Yamane’s formula as the questionnaire respondents from a study population of 180. The quantitative data results showed high scores for all factors and activities, with an overall mean of 3.80 (S.D.=1.67). The 'English Language' factor received the highest score, while 'Environment' and 'Myself' factors scored the lowest. The activities that triggered anxiety most were especially the English grammar tasks (x̅ =4.06/S.D.=1.05). In addition, tension from the use of the English language (x̅ =3.63/S.D.=1.13) was found to induce anxiety. The findings from the interviewed data of nine volunteers revealed the challenges of the English language they faced, brought by low motivation, lack of achievement, fear of failure, low confidence, the sense of inadequacy due to poor language skills as the key causes of anxiety. Recommendation for the teachers to best support their students are to give significance to the affective factors while teaching.
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เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารทดสอบระบบ ThaiJo2 ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรงซึ่งกองบรรณาธิการวารสาร ไม่จำเป็นต้องเห็นด้วย หรือร่วมรับผิดชอบใดๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารทดสอบระบบ ThaiJo2 ถือเป็นลิขสิทธิ์ของวารสารทดสอบระบบ ThaiJo2 หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อหรือเพื่อกระทำการใดๆ จะต้องได้รับอนุญาตเป็นลายลักอักษรจากวารสารทดสอบระบบ ThaiJo2 ก่อนเท่านั้น
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