A Study of the Factors Contributing to English Language Learning Anxiety in Classroom Perceived by Computer Engineering Students and English Major Students at Naresuan University
The purpose of this study was to investigate the factors causing the English language learning anxiety in classroom of 2 groups of students. In order to investigate the level and the differences of the factors concerning English language learning anxiety in classroom between two groups of students, 49 third year English major students and 39 third year Computer Engineering major students from Naresuan University were chosen as participants. This study adapted and utilized the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) as the main instrument. Furthermore, this study had included in-depth interview questions, which were adapted from the constructed interview of Toth (2011), in order to find additional factors concerning English language learning anxiety in classroom.
The results of this study revealed that the level of English language learning anxiety of the participants from both groups were significantly different in 2 factors, namely speak anxiety and fear of negative evaluation and negative attitudes towards the English class, and not in the other 3,: uncomfortableness when speaking with native speakers, negative self-evaluation and fear of failing the class/consequences of personal failure.
Additionally, the results from the interview section were similar in some aspects. However, some unique additional factors of each group were found with regard to people’s expectation towards the participants’ respective field of study.
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