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St.

Anthonys College
San Angel, San Jose, Antique
English Language Anxiety among Education Students of St. Anthonys College

C H AP T E R 1
INTRODUCTION
Background of the Study
In todays global world, the importance of English cannot be denied and ignored since English is
the most common language spoken everywhere. With the help of developing technology, English has
been playing a major role in many sectors including medicine, engineering, and education, which is t
host important area where English is needed (Kasim, 2008). Consequently, English should e the medium
of instruction at universities for the following three(3) reasons: finding a high quality job,
communicating with the international world, and accessing scientific sources in the students major
fields (Cumartesi, 2008).
Language learning anxiety, specifically foreign language learning anxiety
Anxiety has fostered strong research concerns within the last quarter of this century (Eudler and
Edwards, 1982). Language anxiety according to MacIntyer and Gardnier (1994, p.284), is a type of
anxiety that can be defined as the feeling of tension and apprehension specifically associated with
second language context, involving listening and speaking. Anxious students usually show some signs
of panic such as panic stare, white face (and) cold trembling hands (Ganschow and Sparks, 2001,
p.35). Consideration of language learners anxiety reactions by a language teacher is deemed highly

St. Anthonys College


San Angel, San Jose, Antique
important inorder to assist them to achieve the intended performance goals in the target language
(Tanver, 2007). Language anxiety maybe experienced due to linguistic difficulties L2/FL learners face in
learning and using the target language. Within social contexts, language anxiety may be experienced due
to intrinsic motivators (Schwartz, 1972, cited in Scovel, 1991), such as different social and cultural
environments, particularly the environments where L1 and L2/FL learning takes place.
The hypothetical entity, or construct, is broadly defined to be a state of emotion underplayed by
qualities of fear and dread (Lewis, 1970). This emotion is unpleasant, is directed toward the future, and
is out of proportion to the threat. Its special characteristics are the feeling of uncertainty and
helplessness in the face of danger (May, 1977). Anxiety is an omnibus construct, and under its rubric has
appeared a host of sub constructs that relate the discreet situation. In academics, one of the prominent
anxieties is the English Language Anxiety.

St. Anthonys College


San Angel, San Jose, Antique
Conceptual Framework
The conceptual framework of the study is illustrated in Figure 1.
Dependent Variable

Independent Variable

Type of School graduated from:

Private
Public
English Language Anxiety

Gender

Year Level

Statement of the Problem and the Hypothesis


This study primarily aimed to identify the English Language Anxiety among Education students
of St. Anthonys College during the first semester of the academic year 2016-2017.
Specifically, it sought answer to the following questions:
1. Is there really an English Language anxiety among education students when taken as an entire
group and when grouped according to: type of high school graduated from? Gender? And Year
level?
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The present study aimed to verify the hypothesis that:

St. Anthonys College


San Angel, San Jose, Antique
There is no significant difference in English language anxiety among Education students of St.
Anthonys College when grouped according to type of high school graduated from, their gender and
year level.

Significance of the Study


The results that will be generated in this study will be beneficial to the following:
For the School Administrators. The findings of the study can provide useful and essential insight
in conducting a teachers training, which can assist the teachers, grow intellectually and
professionally on the bases of teaching technique and strategies. It can help administrators enhance
their instructional leadership for the improvement of English language instruction through the
direction and guidance of the teachers attitudinal behaviors.