The University of Southampton
University of Southampton Institutional Repository

EFL students’ and teachers’ attitudes towards foreign language speaking anxiety: A look at NESTs and Non-NESTs

EFL students’ and teachers’ attitudes towards foreign language speaking anxiety: A look at NESTs and Non-NESTs
EFL students’ and teachers’ attitudes towards foreign language speaking anxiety: A look at NESTs and Non-NESTs
Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.
1913-9020
1-11
Han, Turhay
d939344f-2f72-4a20-9575-3bdd900e6550
Tanriover, Ahmet Serkan
cb96517f-eebc-4605-bb4a-4ec737ac6368
Sahan, Ozgur
6dd60c34-883f-4d29-9886-cb8aa07f718a
Han, Turhay
d939344f-2f72-4a20-9575-3bdd900e6550
Tanriover, Ahmet Serkan
cb96517f-eebc-4605-bb4a-4ec737ac6368
Sahan, Ozgur
6dd60c34-883f-4d29-9886-cb8aa07f718a

Han, Turhay, Tanriover, Ahmet Serkan and Sahan, Ozgur (2016) EFL students’ and teachers’ attitudes towards foreign language speaking anxiety: A look at NESTs and Non-NESTs. International Education Studies, 9 (3), 1-11. (doi:10.5539/ies.v9n3p1).

Record type: Article

Abstract

Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.

Text
50728-201031-1-PB - Version of Record
Available under License Creative Commons Attribution.
Download (208kB)

More information

Published date: 2016

Identifiers

Local EPrints ID: 454463
URI: http://eprints.soton.ac.uk/id/eprint/454463
ISSN: 1913-9020
PURE UUID: 9e14ddd7-f15f-4c33-8420-560f0bf79e25
ORCID for Ozgur Sahan: ORCID iD orcid.org/0000-0002-6948-0423

Catalogue record

Date deposited: 10 Feb 2022 17:34
Last modified: 17 Mar 2024 04:11

Export record

Altmetrics

Contributors

Author: Turhay Han
Author: Ahmet Serkan Tanriover
Author: Ozgur Sahan ORCID iD

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×