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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) English Language Teaching Educational Journal
Jebamani Anthoney
Asia-Pacific International University
Arts Education Languange, Linguistic, Communication & Media

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Writing anxiety among international students in a Thai university Jebamani Anthoney; Jeffrey Dawala Wilang
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25458

Abstract

Literature on writing anxiety among undergraduate students in international universities situated in English as a foreign language context remains scarce. In this study, a survey questionnaire was distributed to know the writing anxiety level of students and anxiety level differences based on nationality and locality. A total of 138 students participated using convenience sampling. Afterward, five students, based on their writing anxiety level, were purposely chosen to attend two sorting activities of statements regarding the change in their writing anxiety. Then, individual semi-structured interviews were conducted to know the factors of writing anxiety change. Descriptive results from the survey have shown that students in an international university experienced high anxiety in specific situations in writing. Also, varying writing anxiety levels were found based on nationality and locality. Findings from the sorting activity indicated that some writing anxiety-provoking situations have changed over a 2-week time frame due to some factors. Some implications for teaching were recommended to reduce writing anxiety in the classroom.
The complexity of speaking anxiety among students in an international university in Thailand Jebamani Anthoney; Jeffrey Wilang
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7876

Abstract

Prior research has shown that English as a Foreign Language (EFL) students often experience speaking anxiety and its detrimental effects. However, there is limited knowledge about the speaking anxiety experienced by international students at a Thai university where English serves as both the medium of instruction and the primary language of communication outside the classroom. This study employed a three-pronged approach: a survey questionnaire to gauge speaking anxiety levels and identify differences based on nationality and geographical location; sorting activities to observe changes in speaking anxiety levels; and individual interviews to gain a deeper understanding of students' speaking anxiety. The descriptive analysis showed that students experienced varying degrees of anxiety. Among the 13 nationalities surveyed, Vietnamese, Cambodian, Thai, and Burmese students displayed higher levels of speaking anxiety. Moreover, students from rural backgrounds were more anxious than those from urban areas. Interviews conducted after the sorting activities revealed that factors such as familiarity, predictability, competence, and social support influenced students' anxiety levels. Pedagogical recommendations include the importance of repetition and practice, scaffolding, familiarity with an activity, building positive relationships, incremental exposure to language activities, regulating emotions and encouraging reflective practices.
Co-Authors Jeffrey Dawala Wilang Jeffrey Wilang