高中学生英语学习焦虑调查研究

AStudyonEnglishClassroomAnxietyofStudentsinaSeniorHighSchoolAbstract:ThisstudyaimedtoinvestigatethecurrentstateandfactorsinfluencinghighschoolEnglishclassroomanxiety.Questionnaire,interview,andclassroomobservationwereadoptedtocollectdataandSPSSwasappliedtoconductdescriptiveanalysis.TheresultsindicatedthatthemajorityofhighschoolstudentshadmoderatelevelsofEnglishclassroomanxiety.Mainfactorsincludedcommunicationanxiety,testanxiety,negativeevaluationanxiety,andgeneralanxiety.Amongthem,communicationanxietywasthemostprominentone.Basedonthesefindings,thestudysuggestedseveralpedagogicalimplications.Keywords:Highschoolstudents;Englishclassroom;Anxiety高中生英语课堂焦虑现状调查研究摘要：本研究旨在研究高中生英语课堂焦虑现状及影响因素。本研究集合了问卷，访谈，课堂观察三种形式收集数据，并采用SPSS进行描述性分析。研究结果表明，高中生大部分英语课堂焦虑程度处于中等水平，主要表现有交流焦虑，考试焦虑，负面评价焦虑和一般焦虑。其中交流焦虑最为突出。基于这些发现，本研究提供了一些建议和对策。关键词：高中生；英语课堂；焦虑.Introduction1.1IntroductionThischaptermainlyintroducestheresearchbackground,researchobjectives,researchquestions,andresearchsignificance.1.2BackgroundSolvingtheproblemofhighschoolstudents’Englishclassroomanxietyandimprovingtheirlearningexperienceandoutcomeshavebecomeanurgentissuetoaddress.Englishistheinternationallanguageofcommunicationintheglobalizationwave,andChinesestudentsmustcompletetheiracademiceducationinEnglishsinceitisthefoundationofthecountry'seducationalsystem.However,EnglishlearninghasbecomemorechallengingsinceSeniorhighschooleducationbegins.StudentsnotonlyneedtomasterbasicgrammarandvocabularybutalsoneedtobeabletocommunicateandexpresseffectivelyinEnglish.ManyhighschoolstudentsfacevaryingdegreesofanxietyinEnglishclasses,whichmaystemfromalackofconfidenceinlanguageskills,fearoftestsandevaluations,ortensioninclassroominteraction.ReportsfromtheMinistryofEducationindicatethatthisanxietynotonlyaffectsstudents’learningmotivationandgradesbutmayalsohavealong-termimpactontheirmentalhealth.Solvingtheproblemofhighschoolstudents’Englishclassroomanxietyandimprovingtheirlearningexperienceandoutcomeshavebecomeanurgentissuetoaddress.1.3ProblemStatementResearchonEnglishlearninganxietyamonghighschoolstudentsshowsthatalargeproportionofthem,especiallythird-yearstudents,haveexperiencedhighlevelsofanxietyinlearningEnglish.Accordingtothestudiesdomesticandabroad,theresearchersbelievethatEnglishclassroomanxietyiscommonlypresentinhighschoolsinChina.Thisanxietycomesfromvariousfactors,suchasintrovertedpersonality,tests,negativeevaluations,andsoon.Reducingstudents'classroomanxietyisofgreatpracticalsignificanceinenhancingtheirEnglishlearningoutcomesandimprovingtheirphysicalandmentalhealth.However,previousresearchinresearchobjectsandscopeseemstobeinsufficient.MostofthestudiesfocusedonEnglishclassroomanxietyofCollegestudentsandhighschoolstudentsinurbanareas,butlessstudiesfocusontheanxietyofhighschoolstudentsinruralareasinChinaInaddition,theresearchonstrategiestoalleviateEnglishclassroomanxietyamonghighschoolstudentsisnotsystematicandin-depthenough,andfurtherexplorationandpracticeareneeded.ThisstudyinvestigatestheanxietysituationamonghighschoolstudentsinaruralareainHainan,andexplorestheunderlyingreasons.Byliteraturereviewanddataanalysis,thisstudyprovidedareferenceforstudentstoreduceclassroomanxietyandeducatorstoadjusttheirteachingmethods.1.4ResearchObjectivesandResearchQuestionsTheprimaryobjectiveofthisresearchistoinvestigatethesituationandanalyzethefactorscontributingtoEnglishclassroomanxietyamonghighschoolstudents.Italsoaimedtoproviderecommendationsforeducatorstoalleviatestudents'anxietyandenhancetheirEnglishlearningoutcomes.Toobtainacomprehensiveunderstandingofthecausesofseniorhighschoolstudent'sclassroomanxiety,thisstudyintendedtoanswerthefollowingthreespecificquestionsthatwilldirecttheprocessofdatacollectionandsubsequentanalysis:ThesituationoflanguageanxietyamongseniorhighschoolstudentsinEnglishclassesinLingao.Whataretheunderlyingfactorsthatleadtoanxietyamonghighschoolstudents?WhatareimplicationstoalleviateEnglishclassroomanxietyamonghighschoolstudents?1.5ScopeoftheStudyThisstudyfocusedonthecurrentsituationofEnglishclassroomanxietyamongseniorhighschoolstudents.Onehundredandthreefirst-gradestudentsatLingaoSeniorHighSchool,HainanProvince,Chinawereselectedtobethesamplesforthisstudy.Priortodatacollection,apilotstudywascarriedouttoensurethereliabilityoftheresearchinstruments.Afterthepilotstudy,classes2and9wereinvitedtobetheresearchobjects.Questionnairewasgiventothetwoclassestocollectdatarelatedtostudents’viewsontheirEnglishclassroomanxiety.Interviewsandclassobservationwerealsoconductedtocollectquantitativedata.wholedurationofthisstudylastedfor3weeks.ThesequantitativedatawouldcombinewiththequalitativecomponentasthebasistostudythecurrentsituationofEnglishclassroomanxiety1.6SignificanceoftheStudyThisstudyenrichedtheresearchinFLCAS.Theresearchobjectofthisstudyasmentionedearlierwasthefirst-gradehighschoolstudentsinLingaoMiddleSchool,amiddleschoolinruralareaofChina,whichexpandsthescopeoftheresearchcomparedtopreviousstudies.Asisknowntoall,students’classroomanxietyofChinahasalwaysbeenprevalentandthereasonsbehindareevenmorevariousthanthoseinurbanareas,suchaself-confidence,insufficientknowledgebasis.Inaddition,basedontheresearchofAlpertandHaber(1960)aboutfacilitatinganxiety,thisstudybrieflyinvestigatedthefacilitatinganxietyofhighschoolstudentsintheEnglishclassroom,makingthisstudymoresystematicandin-depth.Itistheoreticallysignificantbecauseitcomplementedthescopeofthepreviousstudies.InadditionitdelvedintopracticalstrategiesforinterventionbyidentifyingtherootcausesofEnglishclassroomanxietyinseniorhighschool.Thestudy'sultimatepurposeistoapplyitsfindingstopracticalsuggestionsforEnglisheducatorstodirectlyaddressproblemsaboutstudents'Englishclassroomanxiety.Allinall,thisstudyseekstoempowerteacherswithpracticalsuggestionstonotonlymitigatestudents'Englishclassroomanxietybutalsotobolstertheirconfidenceandenhancetheirlearningperformance.Moreover,thisstudyisalsopracticallysignificantinthattheinsightsgainedfromthisresearchcanleadtotheoptimizationofteachingresourcesandtherefinementofinstructionalmethodologies.Throughprovidingusefulstrategiessuchasenhancementofteachingapproaches,refinementofclassroomclimate,andintensificationofpsychologicalsupport,thisstudyultimatelyofferedhelptothecreationofamoresupportiveandinclusivelearningenvironment,whichcangreatlyhelptoalleviatestudents'Englishlearninganxiety,fostertheirdevelopmentandprovideasolideducationalfoundationfortheirfutureacademiccareers.2.LiteratureReview2.1IntroductionThischapterintroducestherelevantdefinitions,andtheoriesandreviewsempiricalstudiesathomeandabroad.2.2DefinitionsInordertobetterunderstandlearners'affectivefactorsandtoconductin-depthresearchonthisbasis,severalcoreconceptswillbedefinedandelaboratedinthissection.Inthissection,thedefinitionofanxiety,foreignlanguagelearninganxietyareintroduced.Anxietyisafeelingofnervousness,whichisanegativeemotionwhenpeoplelackconfidenceandarenervous(Horwitz,1986).Also,Spielberger(1972)thoughtanxietywasanunhappyfeelingorstateimposedbythenervoussystem,comingwithworry,tension,unease,andsoon.FLCASisdefinedasforeignlanguagelearninganxietyscales(Horwitz,1986).Foreignlanguagelearninganxietyistheanxietyproducedduringforeignlanguagelearning(Horwitz,1986).Therearemainlythreetypesofforeignlanguagelearning:testanxiety,negativeevaluation,andcommunicationanxiety.Communicationanxietyistheanxietyproducedbybeingunabletoexpressideasclearlyorunderstandthesourcelanguage.TestanxietyreferstotheanxietycausedbybeingafraidoftakingpartinanEnglishtest.While,negativeevaluationanxietymeanstheanxietyoffearingtogetanegativeevaluationorleavingabadimpressiononothersasanEnglishlearner(Horwitz,1986).Moreover,AlpertandHaber(1960)dividedanxietyintopromotinganxietyandinhibitinganxiety.Promotinganxietyplaysapivotalroleinforeignlanguagelearning.Ontheotherhand,inhibitinganxietycanbeahindrancetosecondlanguageacquisition(Krashen,1992).Inthisstudy,FLCASreferstothescaletomeasuretheEnglishclassroomanxietyandidentifytheanxietydegree.2.3TheoriesThischapterwillgiveadetailedintroducetotheAffectiveFilterHypothesisproposedbyKrashenin1992andHumanisticPsychology,whicharetheimportanttheorybasisforthisstudy.2.3.1TheAffectiveFilterHypothesisThisresearchmainlystudiedthecurrentsituationofEnglishclassroomanxietyanditsimpactinLingaoseniorhighschoolsandcombinedrelevanttheoriestoofferpracticalstrategiesforbothpartiesinvolvedinEnglishclassroomsbasedonthecausesofEnglishclassroomanxiety.Firstly,thisresearchwouldexplainwhyEnglishclassroomanxietyaffectslearningefficiency.Inthe1980s,Krashen(1992)putforwardthe"AffectiveFilterHypothesis"whichisdividedintotwoparts,namely"emotion"and“filter”.Emotionistheaffectivefactormainlyincludingthreeaspects:motivation,self-confidence,andanxiety;Filterreferstothepositiveornegativeeffectsofthesethreeaffectivefactors.Thethreefactorsmentionedabovegreatlyaffectthesecondlanguageacquisition.Exceptforanxietymentionedearlier,therearealsotwo“emotions”thatneedtobeexplained.Motivationistheinternalorexternalforcethatmotivateslearnerstoparticipateinlearningactivities.Intrinsicmotivationisderivedfromanindividual'sinterestandsatisfactioninthelearningcontentortaskitself,whileextrinsicmotivationisrelatedtorewards,punishments,orotherextrinsicfactors(Gardner,1985).Self-confidencereferstoanindividual'sbeliefandconfidenceinhisorherabilities.Inthefieldoflearning,confidentstudentstendtobemoreabletofacechallengesandarewillingtoengageinnewlearningtasks.TuHaixiaandLiuDiaoyan(2001)believethatself-confidenceisthejudgmentoftheirabilityinacertainaspect,totheirownvalue,beliefs,andrightandwrongaffirmation.Krashen(1992)pointsoutthatlearningconfidenceisparticularlyimportantinsecondlanguageacquisition.AccordingtoKrashen’sAffectiveFilterHypothesis(1982),emotionalfactorscanaffecttheefficiencyofknowledgeinput.Whenstudentsareemotional,theamountofeffectiveknowledgeinputwillbereduced.Onthecontrary,wheninarationalandpeacefulmood,studentscanputmoreenergyintoanalyzingandabsorbingknowledge,therebyobtainingmoreknowledgeandimprovingtheiracademiclevel.Krashen(1982)contendedthat“affectivefilteringisapsychologicalbarrierthatpreventslanguagelearnersfromfullyabsorbingthecomprehensibleinputtheyreceive.”Comprehensibleinput"referstothelanguagematerialthatalanguagelearnerhastheabilitytoreadorhear.Tosumup,thereisanemotionalbarrierbetweenthelearnerandunderstandablelanguageinput,whichfiltersthelearners'absorptionoflanguagematerial.Whentheemotionalbarrieristhin,lesscontentisfilteredoutandlearnerseventuallyacquirestrongerlanguageability.Onthecontrary,whenitisthick,morecontentisfilteredout,andlesscontentiscorrespondinglyacquired.Giventhesameamountofinput,theemotionfilterplaysacrucialrole,whichisalsothekeyreasonforthedifferentlearningperformances.Allinall,Englishlearninganxietycanimposeagreatinfluenceonlanguagelearners.Therefore,theimpactofthisemotionalbarriershouldbeminimizedtohelpstudentsachievethebestlearningperformancewithintheleasttime.Especiallyforseniorhighschoolstudentswhoareintheformativeperiodoftheiroutlookonlifeandworldoutlook,theyarerelativelymoreemotionalthanadults(Shao,2024).Therefore,thedegreeofanxietyinEnglishlearninggreatlyaffectsthelearninginterestsandperformanceofseniorhighschoolstudents.2.3.2HumanisticPsychologyInordertoalleviatethecurrentsituationofEnglishclassroomanxiety,thisstudyemphasizesastudent-centeredapproachandstartsfromtheneedsandpersonalitiesofstudentstoproposetargetedandeffectivecopingstrategiesforstudents,teachers,andschoolmanagement.HumanisticPsychologyputspeoplefirst,anditsapplicationinthefieldofeducationhasachievedfruitfulresults.HumanisticPsychologyconformswiththeperspectiveofthisstudyandtheauthorintendstoapplyHumanisticPsychologytoEnglishclassroomanxietyissues.GuidedbyHumanisticPsychology,thisstudyaimstoproposestrategiestoalleviatestudents’Englishclassroomanxiety.HumanisticPsychologyisatheoryaboutexplaininghumanbehaviorbasedonpeople’sbasicneeds.WithintheframeworkofHumanisticpsychology,Maslow(1987)putforwardthefamoushierarchyofneedstheory,whichclaimsthathumanneedscanbedividedintodeficiencyneedsandbeingneeds.Deficiencyneedsmainlyincludephysiologicalneeds,safetyneeds,love,andbelongingneeds,andesteemneeds.Andtheyaremainlyusedtomaintainthebasicphysiologicalandpsychologicalbalance.Ontheotherhand,beingneedsincludescognitiveneeds,aestheticneeds,andself-achievementneeds,whichmeansrealizingpeople’sfurtherdevelopment(Maslow,1958).However,duetothedeficiencyneedshavenotbeenmet,noteveryonehastheopportunitytomeettheneedsinthesecondlevel.Maslow’shierarchyofneedstheoryhasgreatsignificanceineducation,andthereasonforlearners’learningdifficultiesattributestosomeunmetminimal-levelneeds,suchassafetyneeds,love,andbelongingneeds.InthebookFreedomtoLearn,Rogers(1994)introducedthebasicconceptsofHumanisticLearningTheory,whichwasmainlysummarizedas:peoplearebornwiththepotentialtolearn,butonlywhenthecontenttheylearnediscloselyrelatedtothemselvesorwhentheycanactivelyparticipateinthelearningprocess,thentheacquisitioncanbeachieved.Rogersinsistedthatthethreattoeducationshouldberemovedorminimized.Thatistosay,thefactorssuchasenvironment,individual,andemotionsshouldallberespected.AndHumanisticLearningTheoryputssomuchimportanceontheemotionalfactorsduringthelearningprocess.Rogers(1994)heldtheideathatasafelearningenvironmentshouldbeprovidedtocreatetheconditionsforrealmeaningfullearning.HumanisticPsychologyfocusesonstudents’mentalstatuswheneducatingandthecreationofapositive,easy,andsafelearningenvironment.Asapartofemotion,anxietyshouldalsobehighlyconsideredbyscholarsandlearners.2.4PreviousStudies2.4.1StudiesAbroadInthefieldofevidenceresearchabroad,thestudyofEnglishLearninganxietyhasachievedrichresults.Thescholarsabroadconductednumerousin-depthanalysesofthedatarelatedtoEnglishclassroomanxiety,dugintothecausesbehinditthroughvariousresearchmethods,andputforwardcorrespondingsuggestions.Firstofall,fromthecurrentsituationofEnglishanxiety,foreignstudiesgenerallyagreethatitisacommonproblem,especiallyintheearlystageoflanguagelearning.InthefaceofEnglishcommunication,learnersoftenshownervousness,fearofmakingmistakes,andotheremotions,whichwilldirectlyaffecttheirlearningresults.Inaddition,therearealsodifferencesinthedegreeandformofEnglishanxietyofdifferentculturalbackgrounds.Forexample,Gkonou,(2013)usedGreeklearners’diariesastheinformationsourcetoassessthedegreeofthestudent’sanxiety.ThatstudyalsofoundthatEnglishclassroomanxietycanbegreatlyalleviated.Azher,etal(2010)alsoconductedtheastudywhichincludes149EnglishlearnersinUniversityofSargodha.AndtheirstudyfoundtherewasanegativeimpactonEnglishclassroomanxiety.Intheaspectoffactors,foreignresearcherssuchasGkonou,andHorwitzhavemainlypresentedthefollowingthreeaspects:individuals,teachingmethods,andenvironment.Individualsincludethelearner'spersonality,learningmotivation,learningstrategies,etc.Teachingfactorsmainlyinvolveteachers'teachingstylesandteachingmethods.Theenvironmentincludestheclassroomatmosphereandtheadequacyoflearningresources.ThesefactorsinterplayandjointlyaffectthedegreeofEnglishanxiety.TosolvetheproblemofEnglishanxiety,foreignresearchershaveputforwardaseriesofsuggestions.Inthetwostudiesmentionedabove,teacherswereadvisedtobeverycarefulaboutthestudents’Englishclassroomanxietyandadoptmoreinclusiveandencouragingteachingstylestoreducethepressureonlearners.Itwasalsosuggestedthatlearnersadjustedtheirlearningstrategiestoenhancetheirself-confidence.Atthesametime,itwasalsoadvocatedthatschoolsandsocietyshouldprovidemoreopportunitiesandresourcesforlanguagelearners.2.4.2StudiesinChinaIntheaspectofthecurrentsituation,domesticresearchfoundthatChineselearnersgenerallyhadacertaindegreeofanxietyintheprocessofEnglishlearning.Thiskindofemotioncouldaffectthelearners'learningperformanceandmightleadtostudents’resistancetoEnglishlearning.Inaddition,domesticresearchalsofoundthatdifferentagegroupsanddifferentlevelsofEnglishproficiencymeantdifferentdegreeofEnglishanxietyanddifferentexpressionforms.Comparedwithforeignresearch,domesticresearchonEnglishanxietyhasmadesomeprogressalthoughitstartedlate.BasedonpreviousresearchandtheactualsituationinChina,thesestudiesconductadeepanalysisofEnglishanxiety.Zhang(2023)conductedastudyoncollegestudents,andtheresultsshowedthatcollegestudentshadEnglishclassroomanxietyindifferentdegreeandmostlyinmoderateandhighlevel.Finally,thatstudyalsoprovidedpracticalsuggestionstoallpartiesfromtheperspectiveofreducingEnglishlearninganxietyofcollegestudents.ChenandWang(2022)studiedthecurrentsituationofEnglishclassroomanxietyinShuizuSeniorHighSchoolandfoundstudentstheirhadrelativelyhighEnglishclassroomdegree.TheyanalyzedthereasonsforEnglishclassroomanxietyandproposedmethodsforallpartiesintheEnglishclassroomtoalleviateanxiety.Inaddition,Tang(2023)conductedastudytoanalyzethecurrentsituationofstudents’anxiety.Hefoundthatstudentsindifferentgradeallatleasthadamoderateanxietyandproposedcorrespondingstrategies.IntermsofthefactorsbehindEnglishclassroomanxiety,domesticresearchersallacknowledgedthatindividuals,teachingmethods,andenvironmentespeciallytheinfluenceofculturalbackgroundonEnglishclassroomanxietywerethekeyfactorswhenstudyingEnglishclassroomanxiety(Zhang,2023).Thesefactorscouldprovidepracticalperspectiveswhenofferinghelptoallpartiestoalleviatestudents’excessiveanxiety.Intheaspectofsuggestion,thedomesticresearchersputforwardaseriesoftargetedmeasuresaccordingtothespecificsituation.Theyallsuggestedthatteachersshouldpayattentiontocultivatingstudents'self-confidenceandtheabilitytolearnbythemselvesinEnglishlearning(Zhang,2023,ChenandWang,2022).ScholarsinChinasuggestedthatschoolsshouldimprovethepracticalityandinterestofEnglishcoursesandcreateapositiveandencouragingatmosphereforEnglishlearners.Atthesametime,italsowascalledonthesocietytoprovideamoretolerantandopenenvironmentforlearnerstopracticeEnglish(Tang,2023).Tosumup,thestudiesonEnglishanxietyathomeandabroadhasmadeagreatachievement.Butthereisstillroomwaitingtobeimproved.Firstofall,intermsofresearchobjects,althoughdomesticandforeignstudieshaveinvolvedlearnersofdifferentagesandlevelsofEnglish,thereisrelativelylittleresearchonspecificgroups(suchasethnicminoritystudents,ruralstudents,etc.).Secondly,intheresearchcontent,althoughthedomesticandforeignstudieshavepaidattentiontothestatusquo,influencingfactors,andsuggestionsofEnglishanxiety,butitsdeep-seatedcausesandmechanismsneedtobefurtherexplored.Inaddition,intermsofresearchmethods,domesticresearchstillneedstobeperfectedintheaspectsofsampleselectionandquestionnairedesigntoimprovetheaccuracyoftheresearch.Therefore,thepresentstudyaimedtomakeupforthesegapsanddeficienciesandtorevealthesituationandtheunderlyingcausesofEnglishanxiety,soastoprovidemoretargetedsuggestionsandsupportforEnglishteachingreformandlearners'EnglishlearninginChina.Atthesametime,thisstudyalsointendedtoprovidenewideasanddirectionsforthedevelopmentofempiricalresearchinChina.3.ResearchMethodology3.1IntroductionThispartmainlyintroducestheresearchdesign.3.2ResearchDesignThisstudyaimedtounderstandthecurrentsituationandcausesofseniorhighschoolstudents'Englishclassroomanxiety.First,thepilotstudywasconductedtoensurethereliabilityofthequestionnaire.Bothquantitativeandqualitativemethodswereapplied.TheformalquestionnairewasadaptedonthebasisofthequestionnairedesignedbyHorwitz(1986)andwasadministeredtoclass2andclass9.ThedatawerecollectedonlineandanalyzedthroughtheSPSS.Atthesametime,fourstudentsfromeachclassarerandomlyselectedforinterviewsandtheirteacherwasalsoinvitedtotakepartintheinterviews.ThepurposeoftheinterviewwastofindouttheirviewsontheanxietyintheEnglishclassroom.Afterthat,theclassroomobservationwasconductedtogetanin-depthexperienceoftheEnglishclassroomatmosphere.Throughtheresultsofdataanalysis,interviews,andclassroomobservation,thispaperanalyzedandsummarizedthefactorsthatmadestudentsanxiousabouttheEnglishclassroomandproposedfeasiblesuggestionsalsowouldbecomeupwith.3.3PopulationandSampleBeforetheformaldatacollection,thestudentswererandomlyselected53fromclass21totestthecredibilityofthequestionnaire.Andthemaletofemaleratioisaround1to1and50studentssubmittedthevalidatedanswer.Theresultshowedthatthestudentsinfirstgrade25classeshadamoderatedegreeofEnglishclassroomanxiety.Randomsamplingwasappliedtoselecttheparticipantsduetothefollowingreasons.First,allstudentstherehadanequalchanceofbeingselected.Second,randomsamplingprovidedrandomizedresultsfromalargescaleofsamples.Lastly,randomsamplingensuredhighinternalandexternalvaliditybecauseitloweredtheriskofresearchbiases.3.4DataCollectionMethods3.4.1DescriptionofQuestionnaireTheForeignLanguageClassroomAnxietyScale(FLCAS)(Horwitz,1986)wasadoptedtocollectdata.Thesurveywasconductedintwoclassesandstudentsweretoldinadvancethatthequestionnairewasanonymousandjustfilledinthequestionnaireaccordingtotherealsituation.Thequestionnaireincludes33items,includingfourdimensions.Theyarecommunicationanxiety,testanxiety,negativeevaluationanxiety,andgeneralanxiety.Communicationanxietyistheanxietyofbeingunabletoexpressideasclearlyorunderstandthesourcelanguage.TestanxietyreferstotheanxietycausedbybeingafraidoftakingpartinEnglishtests.negativeevaluationanxietymeanstheanxietyoffearingtogetanegativeevaluationorleavingabadimpressiononothersasanEnglishlearner(Horwitz,1986).GeneralanxietyreferstotheproperanxietythatprobablyproducesabeneficialeffectonEnglishlearning.Inthisquestionnaire,therewere11questionsrelatedtocommunicationanxietytotestifstudentsfeltnervousanduneasywhencommunicatingwithothersintheEnglishclassroom.Therewere3questionsrelatedtotestanxietytotestifstudentsfeltuneasyandnervouswhentakingtestsorexamsintheEnglishclassroom.Thentherewere11questionsrelatedtonegativeevaluationanxietytotestifstudentswereworriedaboutbeingevaluatednegativelybyothersintheEnglishclassroom.Andfinally,therewere8questionsrelatedtogeneralanxietytotestifstudentshadfacilitatinganxiety.Table3.1DimensionsofEnglishclassroomanxiety(33-165Points)DimensionsItemsnumberCommunicationanxiety1,3,5,9,13,14,17,20,24,32,33Testanxiety8,10,21Negativeevaluationanxiety7,11,12,16,18,22,23,25,27,28,31Generalanxiety2,4,6,15,19,26,29,30ThequestionofthisquestionnairehasfivepointstheLikertPointScale(Nemoto,andBeglar,2014).Inthisquestionnaire,questions2,5,8,11,14,18,22,28,and32werereverse-scoredquestions.Thetotalscaleofthescorerangesfrom33to165andthehigherthenumber,themoreEnglishclassroomanxiousparticipantshad.AccordingtoHorwitz(1986)andNemoto,andBeglar(2014),pointsrangingfrom33to98meantthatthestudentshadarelativelylowanxietylevel,andpointsrangingfrom99to131meantthatstudentshadanaverageanxietylevel,andpointsrangingfrom132to165meantthatstudentshadahighanxietylevel.Intable3.2,meanscoreat1.00-2.99referstothestudentshadalowanxietylevel,meanscoreat3.00-3.99referstothestudentshadamoderateanxietylevel,andmeanscoreat4.00-5.0referstothestudentshadahighanxietylevel.Thescalehasahighinternalreliabilityandconfidencelevel,withanalfafactorof0.93measuredbyCronbach’salphacoefficientin1986,andaretestreliabilityof0.83(Horwitz,1986).Table3.2MeanscoreanddimensionsofanxietylevelMeanscoreforeachdimensionTotalscoreItemsofanxietylevel1.00-2.9933-98Low3.00-3.9999-131Moderate4.00-5.00132-165HighTable3.3ReversequestionofFLCASReversequestion2,5,8,11,14,18,22,28,323.4.2InterviewsInordertoinvestig