PERCEIVED ANXIETY OF ENGLISH LEARNER AND TEACHER IN A CALL ENVIRONMENT CLASSROOM
DOI:
https://doi.org/10.20319/pijss.2017.32.12091226Keywords:
Computer Assisted Language Learning (CALL), Anxiety, Family Environment Mode Approach (FEMA), MindsetAbstract
This exploratory study examines Foreign Language Anxiety of both English as a Foreign Language (EFL) teachers and learners in a Computer Assisted Language Learning (CALL) environment. Many studies have focused on students’ anxieties but overlooked the possibility that teachers may also experience anxiety, potentially harming foreign language teaching delivery. The result of this study revealed that teachers experienced a double impact of the intense feeling of anxiety and worry about how to cope with teaching Grammar, Communication, and Reading with a combination of CALL gadgets in a CALL environment. While the English learners in this study, being computer science majors, were not impacted by stress to the same degree when following instructions on how to use such gadgets. Among student concerns, deep anxiety was only experienced by learners if a sudden shift between using computer screen and whiteboard occurred in the course of instruction
References
Barlow, D.H., Chorpita, B.F., & Turovsky, J. (1996). Fear, panic, anxiety, and disorder of emotion.
In D.A. Hope (Ed.) Nebraska Symposium on Motivation: Vol. 43. Perspectives on anxiety, panic, and fear (pp. 251-328). Lincoln: University of Nebraska Press.
Bigdeli, S. (2010). Affective learning: the anxiety constructs in adult learners. Procedia- Social and Behavioral Sciences. Vol. 9, 2010, pp. 674-678. Elsevier Press. https://doi.org/10.1016/j.sbspro.2010.12.216
Blase J. (1986). A qualitative analysis of sources of teacher stress: Consequences for performance.
American Educational Research Journal. 1986; 23(1):13–40. https://doi.org/10.3102/00028312023001013
Braine, G. (2010). Non- native speaker English teachers: Research, pedagogy, and professional Growth. Mahwah, NJ: Lawrence Erlbaum.
Boyle GJ, Borg MG, Falzon JM, Baglioni AJ. A structural model of the dimensions of teacher stress. British Journal of Educational Psychology. 1995; 65(1):49–67. [PubMed] https://doi.org/10.1111/j.2044-8279.1995.tb01130.x
Flook, L., Goldberg, S., et.al. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, Burnout and teaching efficacy. National Library of Medicine, National Institute of Health. Mind Brain Educ. 2013 Sep; 7(3): 10:1111. https://doi.org/10.1111/mbe.12026
Dörnyei Z. (2010). The Psychology of the Language Learners Individual Differences in Second Language Acquisitions. P 115. Routledge Press, Taylor and Francis Group, USA
Gibson P. Stringer K, et. al. (2014). Changing teachers, changing students? The impact of a teacher-focused intervention on students’ computer usage, attitude, and anxiety. Computer & Education Voli71, Feb 2014 pp 165-174, Elsevier, Science Direct Journal, 2014.
Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious Language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. https://doi.org/10.1111/1540-4781.00161
MacIntyre, P.D., & Gardner, R.C. (1991). Investigating Language Class Anxiety Using the Focused Essay Technique. [Electronic version]. The Modern Language Journal, 75 (3), 296-304. https://doi.org/10.1111/j.1540-4781.1991.tb05358.x
MacIntyre, P.D., Noels, K.A., & Clement R. (1997). Biases in Self-Ratings of Second Language Proficiency: The Role of Language Anxiety. [Electronic version]. Learning Language, 47 (2), 265-287. https://doi.org/10.1111/0023-8333.81997008
Hardy L., Beattle S., & Woodman T. (2007). Anxiety-induced performance catastrophes: Investigating effort required as an asymmetry factor. PubMed. US National Library of Medicine, National Institute of Health. Psychology Journal, 2007 Feb; 98 (Pt1):15-31.
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167. https://doi.org/10.1017/S026144480999036X
Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign Language Classroom Anxiety. [Electronic version]. The Modern Language Journal, 70 (2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Kitano, K. (2001). Anxiety in the College Japanese Classroom. [Electronic version]. The Modern Language Journal, 85 (4), 549-566. https://doi.org/10.1111/0026-7902.00125
Klassen RM, Perry NE, Frenzel, AC. (2012). Teachers’ relatedness with students: An Underemphasized component of Teachers’ basic psychological needs. Journal of Educational Psychology. 2012; 104(1):150–165. https://doi.org/10.1037/a0026253
Lepore, S.J. (1997). Expressive writing moderates the relation between intrusive thoughts and depressive Symptoms. Journal of Personality and Social Psychology, 73, 1030-1037. https://pdfs.semanticscholar.org/f183/5385c4cc08dc0e301fe7eecd228e0175faba.pdf https://doi.org/10.1037/0022-3514.73.5.1030
MacIntyre, P.D.., & Doucette, J. (2010). Willingness to communicate and action control System, 38, 161-171. https://doi.org/10.1016/j.system.2009.12.013
Medgyes, P. (1983). The schizophrenic teacher. ELT Journal, 37, 2-6. https://doi.org/10.1093/elt/37.1.2
Ocampo, M. & Rockell, K. (2014). Perceived Stress, Burnout and Coping Strategies of Native and Non-Native Speaking Teachers in Japan. 10th Asian EFL Journal, Vol. 78, August 2014, pp 645-656. https://www.asian-efl-journal.com
Ocampo, M. (2015). Family Environment Mode Approach (FEMA): An “Anxiety Buster” to Motivate EFL Learners. Third 21st CAF Conference at Harvard, in Boston, USA, September 2015, Vol. 6, Nr.1, and ISSN: 2330-1236, p 3.
Ocampo, M. (2016). Brainwaves of Emotion among Japanese EFL Learners as Proof of the Effectiveness of Family Environment Mode Approach (FEMA). PEOPLE: International Journal of Social Sciences. ISSN 2454-5899, DOI-http://dx.doi.org/10.20319/ Special Issue Volume 2 Issue 1, pp. 196-211.
Ocampo, M. (2017). Japanese Student’s Mindset and Motivation in Studying English Grammar and Reading. PEOPLE: International Journal of Social Sciences. Presented during the 14th International Conference on Social Science and Humanities at Nanyang Technological University, Singapore, June 2017.
Papert, S. (1987). Computer Critism vs. Technocentric thinking. Educational Researcher, 16(1), 22-30. https://doi.org/10.3102/0013189X016001022 https://doi.org/10.2307/1174251
Scovel, T. (1978). The Effect of Effect on Foreign Language Learning: A Review of the Anxiety Research. A Journal of Research in Language Studies. Vol. 28, Issue 1, pp 129-142. Wiley Online Library. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
Swanson, M.R. (1998). A view from Both Sides. Teacher, Learner, and Computers: Exploring Relationships in CALL, Chapter 7, p.61-66. JALT CALL N-SIG, 1998.
Spielberger CD. State-Trait Anxiety Inventory. Consulting Psychologists Press; Palo Alto (CA): 1983.
Tuettemann E, Punch KF. Teachers’ psychological distress: The ameliorating effects of control over the work environment. Educational Review. 1992; 44(2):181–194. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3855679/#R54
Young, D.J. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? [Electronic version]. The Modern Language Journal, 75 (4), 426-439. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x
Zautra A. J. (2003). Emotions, Stress, and Health. Depression and Anxiety: Two Frequent Disturbances of Emotion under stress and Addiction and Emotions. Pp. 83-158. Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
