Foreign language speaking anxiety and language learning autonomy among Libyan pre-service Engliash language teachers
The study examines the relationship between Libyan pre-service English languageteachers speaking anxiety and their language learning autonomy. Also, the studentslevels of speaking anxiety and the factors that shape this anxiety were computed. Inaddition, the students readiness for learning autonomy...
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| 格式: | thesis |
| 语言: | eng |
| 出版: |
2018
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| 主题: | |
| 在线阅读: | https://ir.upsi.edu.my/detailsg.php?det=5312 |
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| 总结: | The study examines the relationship between Libyan pre-service English languageteachers speaking anxiety and their language learning autonomy. Also, the studentslevels of speaking anxiety and the factors that shape this anxiety were computed. Inaddition, the students readiness for learning autonomy was investigated. Furthermore, thecorrelation between the participants speaking anxiety and their oral performance was calculated. In achieving the research objectives, a mix-method research approach was employed. Thequantitative approach was utilized using two students self-reporting scales (speakinganxiety questionnaire and language learning autonomy questionnaire) whereas the qualitativeapproach was employed by conducting semi-structured interviews with selected students. The respondents were 300 English department pre-service teachers who are students atthree universities in Libya. It was found that the students experience moderate to highlevel of speaking anxiety. Also, the main factor for their speaking anxiety is theirlow self-confidence. Besides that, a significant negative relationship betweenstudents speaking anxiety and their oral performance was found, r(300) = -.71, p |
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