摘要(英) |
The purpose of this study was to investigate the effect of English class integrated group activities on speaking anxiety and speaking performance of 5th grade students. Also, analyzed the relationship between English-speaking anxiety and English-speaking performance. To use “Foreign Language Classroom Anxiety Scale (FLCAS)" (Horwitz et al., 1986) and GEPT Elementary-level speaking test rating scale as research tools to measure students′ English-speaking anxiety and English-speaking performance. The research material was revised on online sources.
This study was a quasi-experimental design. The participants of the study were the 5th grade students in an elementary school of northern Taiwan, including 26 students of experimental group and 22 students of control group. The aims of this study were:
1. To investigate English-speaking anxiety between group activities and non-group activities class.
2. To investigate English-speaking performance between group activities and non-group activities class.
3. To investigate the reasons about higher or lower of English-speaking anxiety.
4. To investigate the reasons about higher or lower of English-speaking performance.
The results revealed that control group showed higher speaking performance on pre-test than experimental group. But after group activities learning, the speaking performance between the two groups were gradually at the same level. After group activities learning in speaking anxiety aspect, experimental group had higher speaking anxiety than control group, especially communication apprehension and fear of negative evaluation. Moreover, Control group had higher test anxiety than before. To investigate the relationship between English-speaking anxiety and English-speaking performance, Pearson’s correlation showed that experimental group had significant negative correlation, but control group had nonsignificant correlation. Qualitative data explained that students enjoy this group activities learning method because it can learn by doing, have more opportunity with peer interaction, enhance memorize of English, and feel relaxed in the class.
Language is a kind of tool to communicate with others. So why after the research, English anxiety of experimental group were getting higher? Perhaps, language anxiety is related to learning language cultures and habits with Chinese people. |
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