Lived experiences of anxiety while participating in an english communication class: a phenomenological study

This study aimed to describe the lived experiences of two fourth-semester students struggling with FLA during speaking activities in a communication IV class. This study applies Giorgi's five-step method for conducting phenomenological analysis. Data collection methods included in-depth intervi...

Full description

Autores:
Machado Pineda, Nikolas Rafael
Monterroza Medina, Aura Cristina
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
eng
OAI Identifier:
oai:repositorio.unicordoba.edu.co:ucordoba/8412
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/8412
https://repositorio.unicordoba.edu.co/home
Palabra clave:
Fenomenología trascendental
Ansiedad
Ansiedad por la lengua extranjera
Actividades de conversación
Investigación cualitativa
Transcendental phenomenology
Anxiety
Foreign language anxiety
Speaking activities
Qualitative research
Rights
openAccess
License
Copyright Universidad de Córdoba, 2024
id UCORDOBA2_b4cc4f26bc6d9396343c42427e427fc2
oai_identifier_str oai:repositorio.unicordoba.edu.co:ucordoba/8412
network_acronym_str UCORDOBA2
network_name_str Repositorio Institucional Unicórdoba
repository_id_str
dc.title.eng.fl_str_mv Lived experiences of anxiety while participating in an english communication class: a phenomenological study
title Lived experiences of anxiety while participating in an english communication class: a phenomenological study
spellingShingle Lived experiences of anxiety while participating in an english communication class: a phenomenological study
Fenomenología trascendental
Ansiedad
Ansiedad por la lengua extranjera
Actividades de conversación
Investigación cualitativa
Transcendental phenomenology
Anxiety
Foreign language anxiety
Speaking activities
Qualitative research
title_short Lived experiences of anxiety while participating in an english communication class: a phenomenological study
title_full Lived experiences of anxiety while participating in an english communication class: a phenomenological study
title_fullStr Lived experiences of anxiety while participating in an english communication class: a phenomenological study
title_full_unstemmed Lived experiences of anxiety while participating in an english communication class: a phenomenological study
title_sort Lived experiences of anxiety while participating in an english communication class: a phenomenological study
dc.creator.fl_str_mv Machado Pineda, Nikolas Rafael
Monterroza Medina, Aura Cristina
dc.contributor.advisor.none.fl_str_mv Aguas Castillo, Pedro Pablo
dc.contributor.author.none.fl_str_mv Machado Pineda, Nikolas Rafael
Monterroza Medina, Aura Cristina
dc.contributor.jury.none.fl_str_mv Herazo Rivera, José David
García Montes, Paula Andrea
dc.subject.proposal.spa.fl_str_mv Fenomenología trascendental
Ansiedad
Ansiedad por la lengua extranjera
Actividades de conversación
Investigación cualitativa
topic Fenomenología trascendental
Ansiedad
Ansiedad por la lengua extranjera
Actividades de conversación
Investigación cualitativa
Transcendental phenomenology
Anxiety
Foreign language anxiety
Speaking activities
Qualitative research
dc.subject.keywords.eng.fl_str_mv Transcendental phenomenology
Anxiety
Foreign language anxiety
Speaking activities
Qualitative research
description This study aimed to describe the lived experiences of two fourth-semester students struggling with FLA during speaking activities in a communication IV class. This study applies Giorgi's five-step method for conducting phenomenological analysis. Data collection methods included in-depth interviews and the use of a researcher’s diary. The analysis revealed four prominent themes from the data: The Outwardness of a speaking experience, Perceptions of the unknown of anxiety, The presence of a teacher as a figure of support, and Awareness of a latent experience. The results indicated that some university students of the English program are affected by FLA, specifically, during the development of speaking activities. Showing the different manifestations, causations, statements, reflections, and emotions of the participants that portrayed the phenomenon in essence. The research underscores the significance of awareness and sympathy for students struggling with FLA that affects their development and performance of a foreign language.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-07-18T00:10:55Z
dc.date.available.none.fl_str_mv 2024-07-18T00:10:55Z
dc.date.issued.none.fl_str_mv 2024-07-11
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.content.none.fl_str_mv Text
format http://purl.org/coar/resource_type/c_7a1f
status_str acceptedVersion
dc.identifier.uri.none.fl_str_mv https://repositorio.unicordoba.edu.co/handle/ucordoba/8412
dc.identifier.instname.none.fl_str_mv Universidad de Córdoba
dc.identifier.reponame.none.fl_str_mv Repositorio universidad de Córdoba
dc.identifier.repourl.none.fl_str_mv https://repositorio.unicordoba.edu.co/home
url https://repositorio.unicordoba.edu.co/handle/ucordoba/8412
https://repositorio.unicordoba.edu.co/home
identifier_str_mv Universidad de Córdoba
Repositorio universidad de Córdoba
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Aguas, P. P. (2020). Key Stakeholders’ Lived Experiences While Implementing an Aligned Curriculum: A Phenomenological Study. The Qualitative Report, 25(10), 3459-3485. https://doi.org/10.46743/ 2160-3715/2020.3924
Aguila, K., & Harjanto, I. (2016). Foreign language anxiety and its impacts on students’ speaking competency. Anima Indonesian Psychological Journal, 32(1), 29-40. DOI:10.24123/aipj.v32i1.582
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155. doi:10.2307/329005
Al-Kharboush, G. H., Asimakopoulou, K., AlJabaa, A. H., & Newton, J. T. (2017). The role of social comparison in social judgments of dental appearance: An experimental study. Journal of Dentistry. https://doi.org/10.1016/j.jdent.2017.04.003
Banerjee, M., Holliman, A., Lee, J., Tyndall, I., & Waldeck, D. (2022). Feeling socially anxious at university: An interpretative phenomenological analysis. The Qualitative Report, 27(4), 897-919. https://doi.org/10.46743/2160-3715/2022.5270
Barlow, D. H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic (2nd ed.). The Guilford Press.
Berutu, R., & Mutiawati, M. (2023). Understanding learning anxiety and mental health of final year 45 students: A qualitative study. Journal of Professionals in Guidance and Counseling, 4(1), 2023, 42-51. https://journal.uny.ac.id/index.php/progcouns/article/view/60000
Boyce, C., & Neale, P. (2006). Conducing In-depth interviews: A guide for designing and conducting in depth interviews for evaluation input. Pathfinder International Tool Series. https://nyhealthfoundation.org/wp content/uploads/2019/02/m_e_tool_series_indepth_interviews-1.pdf
Çetin, Ç., & Bölükbaşı M. Z. (2022). The mediating role of cognitive flexibility between foreign language learning motivation and foreign language anxiety of university preparatory school students. International Online Journal of Education and Teaching (IOJET), 9(3). 1167-1180. https://eric.ed.gov/?q=foreign+language+anxiety&id=EJ1352276
Chen, T.-Y., & Chang, G. B. Y. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 279–289. doi:10.1111/j.1944 9720.2004.tb02200.x
Chorpita, B. F., & Barlow, D. H. (1998). The development of anxiety: the role of control in the early environment. Psychological bulletin, 124(1), 3–21. https://doi.org/10.1037/0033-2909.124.1.3
Demir, A. N., & Zaimoglu, S. (2021). The relationship between foreign language anxiety and decision making strategies among university students. Journal of Language and Linguistic Studies. https://eric.ed.gov/?q=foreign+language+anxiety&id=EJ1285239
Demirci, C., & Oruç, E. (2020). Foreign language anxiety and English language achievement in higher education: The mediating role of student engagement. European Journal of Education Studies. doi: 10.5281/zenodo.3756910
Djafri, F., & Wimbarti, S. (2018). Measuring foreign language anxiety among learners of different foreign languages: in relation to motivation and perception of teacher’s behaviors. Asian-Pacific Journal of Second and Foreign Language Education, 3(1). doi:10.1186/s40862-018-0058-y
Doll, B., & Lyon, M. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. School Psychology Review, 27(3), 348–363. https://doi.org/10.1080/02796015.1998.12085921
Dowling, M., & Cooney, A. (2012). Research approaches related to phenomenology: negotiating a complex landscape. Nurse Researcher, 20(2), 21–27. doi:10.7748/nr2012.11.20.2.21.c9440
Effiong, O. (2015). Getting them speaking: Classroom social factors and foreign language anxiety. TESOL Journal, 7(1), 132–161. doi:10.1002/tesj.194 Book Review
Giorgi, A. (2012). The descriptive phenomenological psychological method. Journal of Phenomenological Psychology, 43(1), 3–12. https://doi.org/10.1163/156916212X632934
Guebba, B. (2021). The nature of speaking in the classroom: An overview. British Journal of Philosophy, Sociology and History, 1(1), 37–41. https://www.al kindipublisher.com/index.php/bjpsh/article/view/2447
Harmer, J. (2007). How to teach English (2nd Ed.). London: Pearson Education Limited.
Hismanoglu, M. (2000). Language learning strategies in foreign language learning and teaching. The internet TESL journal, 6. http://iteslj.org/Articles/Hismanoglu-Strategies.html
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Wiley on behalf of the National Federation of Modern Language Teachers Associations, 2, 125-132. http://www.jstor.org/stable/327317
Jupri, J., Mis Mardiana, Muslim, M., & Haerazi, H. (2022). Teaching English using two Stay two stray in improving students’ English speaking skills integrated with foreign language anxiety. JOLLS Journal of Language and Literature Studies, 2(1), 33-42. Doi: https://doi.org/10.36312/jolls.v2i1.719
Le, X. M., & Le, T. T. (2022). Factors affecting students’ attitudes towards learning English as a foreign language in a tertiary institution of Vietnam. International Journal of TESOL & Education, 2(2), 168–185. https://doi.org/10.54855/ijte.22229
Ling, H. & Na, W. (2014). Anxiety in foreign language learning. International Conference on Global Economy, Commerce and Service Science (GECSS 2014). https://www.researchgate.net/publication/266644665_Anxiety_in_Foreign_Language_Learning
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511733017
Mapp, T. (2008). Understanding phenomenology: the lived experience. British Journal of Midwifery, 16(5), 308–311. doi:10.12968/bjom.2008.16.5.29192
Mohammed, A. (2022). The impact of anxiety in learning English as a foreign language. International Journal of Academic Pedagogical Research (IJAPR), 6(2), 67–71. https://www.ijeais.org/ijapr
Nation, P. (1989). Improving speaking fluency. System, 17(3), 377–384. doi:10.1016/0346 251x(89)90010-9
Noormohamadi, R. (2009). On the relationship between language learning strategies and foreign language anxiety, Journal of Pan-Pacific Association of Applied Linguistics,13(1), 39-52.
Oflaz, A. (2019). The foreign language anxiety in learning German and the effects of total physical response method on students' speaking skill. Journal of Language and Linguistic. doi:10.17263/jlls.547616
O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English Language Learners: Practical approaches for teachers. New York: Addison-Wesley, pp. 268. https://doi.org/10.1080/15235882.1996.10668649
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217–239. doi:10.1017/s0142716499002039
Parupalli, S. R. (2019). The Importance of Speaking Skills In English Classrooms. Alford Council of Interantional English & Literature Journal (ACIELJ). https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_SPEAKING_SK ILLS_IN_ENGLISH_CLASSROOMS
Price, M. L. (1991). The Subjective Experience of Foreign Language Anxiety: Interview with Highly Anxious Students.
Renandya, W.A., & Nguyen, T.T.M. (2023). Teaching Speaking L2 Contexts. In E. Hinkel, (Ed.), Handbook of Practical Second Language Teaching and Learning. Routledge.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press.
Saviola, F., Pappaianni, E., Monti, A., Grecucci, A., Jovicich, J., & De Pisapia, N. (2020). Trait and state anxiety are mapped differently in the human brain. Scientific Reports, 10(1). doi:10.1038/s41598-020-68008-z
Seidman, I. (2006). Interviewing as Qualitative Research. Third Edition. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia - Social and Behavioral Sciences, 93 (2013) 1860–1868. https://www.researchgate.net/publication/273852226_Speaking_Anxiety_in_a_Foreign_Languag e_Classroom_in_Kazakhstan
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow. DOI: 10.13140/RG.2.1.1995.1129
Tenny, S., Brannan, J., & Brannan G. (2017). Qualitative Study. Europe PMC. https://europepmc.org/article/NBK/nbk470395
Thi Thu Trang, T. (2011). A review of Horwitz, Horwitz and cope’s theory of foreign language anxiety and the challenges to the theory. English language teaching, 5(1). https://doi.org/10.5539/elt.v5n1p69
Tóth, A. (2022). The effect of anxiety on foreign language academic achievement. Hungarian Educational Research Journal, 193-201. https://doi.org/10.1556/063.2021.00098
Tran, L. (2020). Teaching and engaging international students: People-to-people connections and people-to-people empathy. Journal of International Students. doi:10.32674/jis.v10i3.2005
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4). doi:10.5539/ies.v2n4p39
Tuncel, F., Yapici, A., Akman, P., Elçi, A. C., Demiroglari, B., & Kutlu, M. O. (2020). Foreign Language Anxiety of Adolescent Students. African Educational Research Journal. https://eric.ed.gov/?q=foreign+language+anxiety&id=EJ1274624
Véliz, C. M., Villegas, C., & Veliz, L. (2023). Foreign language anxiety in online and in-person learning environments: a case from Chile. Language Teaching Research Quarterly. 35, 37–56. https://doi.org/10.32038/ltrq.2023.35.03
Vitasari, P., Abdul Wahab, M. N., Othman, A., & Awang, M. G. (2010). A research for identifying study anxiety sources among university students. International education studies, 3(2). https://doi.org/10.5539/ies.v3n2p189
Wall, C., Glenn, S., Mitchinson, S., & Poole, H. (2004). Using a reflective diary to develop bracketing skills during a phenomenological investigation. Nurse Researcher, 11(4), 20–29. doi: 10.7748/nr2004.07.11.4.20.c6212
Ying, Z. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12. https://www.researchgate.net/publication/272507492_Anxiety_and_Secondforeign_Language_L earning_Revisited#:~:text=anxiety%20research%20are%20indicated., Introduction&text=Second%2Fforeign%20language%20learning%20can,anxious%20language% 20learners%20is%20astonishing.&text=theoretical%20spectrum%20of%20these%20studies%20 ranged%20from%20strictly%20behavioural%20to%20psychodynamic
dc.rights.none.fl_str_mv Copyright Universidad de Córdoba, 2024
dc.rights.uri.none.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.license.none.fl_str_mv Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.accessrights.none.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright Universidad de Córdoba, 2024
https://creativecommons.org/licenses/by-nc-nd/4.0/
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Córdoba
dc.publisher.faculty.none.fl_str_mv Facultad de Educación y Ciencias Humanas
dc.publisher.place.none.fl_str_mv Montería, Córdoba, Colombia
dc.publisher.program.none.fl_str_mv Licenciatura en Lenguas Extranjeras con Énfasis en Inglés
publisher.none.fl_str_mv Universidad de Córdoba
institution Universidad de Córdoba
bitstream.url.fl_str_mv https://repositorio.unicordoba.edu.co/bitstreams/593503e8-31f6-4845-b544-3c4e1eb797ae/download
https://repositorio.unicordoba.edu.co/bitstreams/dcd3a7ef-0780-4176-b11a-2c3b0658e37c/download
https://repositorio.unicordoba.edu.co/bitstreams/a717ae22-edd5-43d3-81d1-e6ad090e117f/download
https://repositorio.unicordoba.edu.co/bitstreams/2157ba0b-02e7-4371-972f-fa2bac8c85bf/download
https://repositorio.unicordoba.edu.co/bitstreams/6f016386-2d05-4562-af34-d8a212f6d062/download
https://repositorio.unicordoba.edu.co/bitstreams/fa5d5d5c-3a8b-45e1-b24f-a240ead7d5b0/download
https://repositorio.unicordoba.edu.co/bitstreams/50985411-16b4-49cb-a3d0-555514c4ac33/download
bitstream.checksum.fl_str_mv cd7a03a360d14da14ae62086b62176a0
8d666e5005befbd1f97c2731ea506231
73a5432e0b76442b22b026844140d683
ac561f3e49bc3c22edaca4402a78d47d
d4446d487453726efb2e399f385c3897
4fd3a570a2ccb0c44b9b3ed2d7bd0aa8
50d2f6ed9757256b18eee2d3bda9b666
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Universidad de Córdoba
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1839636165245796352
spelling Aguas Castillo, Pedro Pablo3296bbd2-4f45-427f-8228-f9d9e692b251-1Machado Pineda, Nikolas Rafaelfb71b288-dc3d-4baa-874b-539501d5a04c-1Monterroza Medina, Aura Cristina4e6bb050-e083-40b7-a8f7-91307efe79fd-1Herazo Rivera, José Davida0aa245b-c90b-4fe0-ad15-11880590b180-1García Montes, Paula Andreaa6545ab6-929e-4458-82a9-c42a213898be-12024-07-18T00:10:55Z2024-07-18T00:10:55Z2024-07-11https://repositorio.unicordoba.edu.co/handle/ucordoba/8412Universidad de CórdobaRepositorio universidad de Córdobahttps://repositorio.unicordoba.edu.co/homeThis study aimed to describe the lived experiences of two fourth-semester students struggling with FLA during speaking activities in a communication IV class. This study applies Giorgi's five-step method for conducting phenomenological analysis. Data collection methods included in-depth interviews and the use of a researcher’s diary. The analysis revealed four prominent themes from the data: The Outwardness of a speaking experience, Perceptions of the unknown of anxiety, The presence of a teacher as a figure of support, and Awareness of a latent experience. The results indicated that some university students of the English program are affected by FLA, specifically, during the development of speaking activities. Showing the different manifestations, causations, statements, reflections, and emotions of the participants that portrayed the phenomenon in essence. The research underscores the significance of awareness and sympathy for students struggling with FLA that affects their development and performance of a foreign language.El objetivo de este estudio es describir las experiencias vividas por dos estudiantes de cuarto semestre que tienen dificultades con la ansiedad en una lengua extranjera durante las actividades orales en las clases de Comunicación IV. Este estudio aplica el método de cinco pasos de Giorgi para llevar a cabo un análisis fenomenológico. Los métodos de recolección de datos incluyeron entrevistas en profundidad y el uso de un diario del investigador. El análisis reveló cuatro temas destacados a partir de los datos: La extroversión de una experiencia de habla, Las percepciones de lo desconocido de la ansiedad, La presencia de un profesor como figura de apoyo y La conciencia de una experiencia latente. Los resultados indicaron que algunos estudiantes universitarios del programa de inglés se ven afectados por la ansiedad en una lengua extranjera, específicamente, durante el desarrollo de actividades de expresión oral. Mostrando las diferentes manifestaciones, causalidades, afirmaciones, reflexiones y emociones de los participantes que retrataron el fenómeno en esencia. La investigación subraya la importancia de la concienciación y simpatía hacia los estudiantes que lidian con la ansiedad aprendiendo una lengua extranjera que afecta su desarrollo y desempeño de una lengua extranjera.1. INTRODUCTION……………………………………………………. 12. THEORETICAL FRAMEWORK…………………………………... 62.1 Conceptual Framework……………………………………………………….. 62.1 Anxiety……………………………………………………………… 62.2 Foreign language anxiety…………………………………………… 72.3 Speaking…………………………………………………………….. 82.4 Speaking activities…………………………………………………... 102.2 Literature review……………………………………………………………… 113. METHODOLOGY…………………………………………………… 153.1 Type of the study……………………………………………………………... 153.2 Context and Participants……………………………………………………… 163.3 Data Collection Techniques…………………………………………………... 173.4 Data Analysis…………………………………………………………………. 183.5 Ethical Issues…………………………………………………………………. 214. FINDINGS……………………………………………………………. 224.1. Themes……………………………………………………………………….. 224.1.1 The Outwardness of a speaking experience……………………… 224.1.2 Perceptions of the unknown of anxiety…………………………... 254.1.3 The presence of a teacher as a figure of support…………………. 294.1.4 Awareness of a latent experience………………………………… 314.2 Synthesis and integration of the phenomenon………………………………… 365. DISCUSSION……………………………………………………….... 376. REFLECTION……………………………………………………….. 417. CONCLUSION………………………………………………………. 428. REFERENCES………………………………………………………. 449. APPENDIX …………………………………………………………... 52PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Lived experiences of anxiety while participating in an english communication class: a phenomenological studyinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAguas, P. P. (2020). Key Stakeholders’ Lived Experiences While Implementing an Aligned Curriculum: A Phenomenological Study. The Qualitative Report, 25(10), 3459-3485. https://doi.org/10.46743/ 2160-3715/2020.3924Aguila, K., & Harjanto, I. (2016). Foreign language anxiety and its impacts on students’ speaking competency. Anima Indonesian Psychological Journal, 32(1), 29-40. DOI:10.24123/aipj.v32i1.582Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155. doi:10.2307/329005Al-Kharboush, G. H., Asimakopoulou, K., AlJabaa, A. H., & Newton, J. T. (2017). The role of social comparison in social judgments of dental appearance: An experimental study. Journal of Dentistry. https://doi.org/10.1016/j.jdent.2017.04.003Banerjee, M., Holliman, A., Lee, J., Tyndall, I., & Waldeck, D. (2022). Feeling socially anxious at university: An interpretative phenomenological analysis. The Qualitative Report, 27(4), 897-919. https://doi.org/10.46743/2160-3715/2022.5270Barlow, D. H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic (2nd ed.). The Guilford Press.Berutu, R., & Mutiawati, M. (2023). Understanding learning anxiety and mental health of final year 45 students: A qualitative study. Journal of Professionals in Guidance and Counseling, 4(1), 2023, 42-51. https://journal.uny.ac.id/index.php/progcouns/article/view/60000Boyce, C., & Neale, P. (2006). Conducing In-depth interviews: A guide for designing and conducting in depth interviews for evaluation input. Pathfinder International Tool Series. https://nyhealthfoundation.org/wp content/uploads/2019/02/m_e_tool_series_indepth_interviews-1.pdfÇetin, Ç., & Bölükbaşı M. Z. (2022). The mediating role of cognitive flexibility between foreign language learning motivation and foreign language anxiety of university preparatory school students. International Online Journal of Education and Teaching (IOJET), 9(3). 1167-1180. https://eric.ed.gov/?q=foreign+language+anxiety&id=EJ1352276Chen, T.-Y., & Chang, G. B. Y. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 279–289. doi:10.1111/j.1944 9720.2004.tb02200.xChorpita, B. F., & Barlow, D. H. (1998). The development of anxiety: the role of control in the early environment. Psychological bulletin, 124(1), 3–21. https://doi.org/10.1037/0033-2909.124.1.3Demir, A. N., & Zaimoglu, S. (2021). The relationship between foreign language anxiety and decision making strategies among university students. Journal of Language and Linguistic Studies. https://eric.ed.gov/?q=foreign+language+anxiety&id=EJ1285239Demirci, C., & Oruç, E. (2020). Foreign language anxiety and English language achievement in higher education: The mediating role of student engagement. European Journal of Education Studies. doi: 10.5281/zenodo.3756910Djafri, F., & Wimbarti, S. (2018). Measuring foreign language anxiety among learners of different foreign languages: in relation to motivation and perception of teacher’s behaviors. Asian-Pacific Journal of Second and Foreign Language Education, 3(1). doi:10.1186/s40862-018-0058-yDoll, B., & Lyon, M. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. School Psychology Review, 27(3), 348–363. https://doi.org/10.1080/02796015.1998.12085921Dowling, M., & Cooney, A. (2012). Research approaches related to phenomenology: negotiating a complex landscape. Nurse Researcher, 20(2), 21–27. doi:10.7748/nr2012.11.20.2.21.c9440Effiong, O. (2015). Getting them speaking: Classroom social factors and foreign language anxiety. TESOL Journal, 7(1), 132–161. doi:10.1002/tesj.194 Book ReviewGiorgi, A. (2012). The descriptive phenomenological psychological method. Journal of Phenomenological Psychology, 43(1), 3–12. https://doi.org/10.1163/156916212X632934Guebba, B. (2021). The nature of speaking in the classroom: An overview. British Journal of Philosophy, Sociology and History, 1(1), 37–41. https://www.al kindipublisher.com/index.php/bjpsh/article/view/2447Harmer, J. (2007). How to teach English (2nd Ed.). London: Pearson Education Limited.Hismanoglu, M. (2000). Language learning strategies in foreign language learning and teaching. The internet TESL journal, 6. http://iteslj.org/Articles/Hismanoglu-Strategies.htmlHorwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Wiley on behalf of the National Federation of Modern Language Teachers Associations, 2, 125-132. http://www.jstor.org/stable/327317Jupri, J., Mis Mardiana, Muslim, M., & Haerazi, H. (2022). Teaching English using two Stay two stray in improving students’ English speaking skills integrated with foreign language anxiety. JOLLS Journal of Language and Literature Studies, 2(1), 33-42. Doi: https://doi.org/10.36312/jolls.v2i1.719Le, X. M., & Le, T. T. (2022). Factors affecting students’ attitudes towards learning English as a foreign language in a tertiary institution of Vietnam. International Journal of TESOL & Education, 2(2), 168–185. https://doi.org/10.54855/ijte.22229Ling, H. & Na, W. (2014). Anxiety in foreign language learning. International Conference on Global Economy, Commerce and Service Science (GECSS 2014). https://www.researchgate.net/publication/266644665_Anxiety_in_Foreign_Language_LearningLuoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511733017Mapp, T. (2008). Understanding phenomenology: the lived experience. British Journal of Midwifery, 16(5), 308–311. doi:10.12968/bjom.2008.16.5.29192Mohammed, A. (2022). The impact of anxiety in learning English as a foreign language. International Journal of Academic Pedagogical Research (IJAPR), 6(2), 67–71. https://www.ijeais.org/ijaprNation, P. (1989). Improving speaking fluency. System, 17(3), 377–384. doi:10.1016/0346 251x(89)90010-9Noormohamadi, R. (2009). On the relationship between language learning strategies and foreign language anxiety, Journal of Pan-Pacific Association of Applied Linguistics,13(1), 39-52.Oflaz, A. (2019). The foreign language anxiety in learning German and the effects of total physical response method on students' speaking skill. Journal of Language and Linguistic. doi:10.17263/jlls.547616O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English Language Learners: Practical approaches for teachers. New York: Addison-Wesley, pp. 268. https://doi.org/10.1080/15235882.1996.10668649Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217–239. doi:10.1017/s0142716499002039Parupalli, S. R. (2019). The Importance of Speaking Skills In English Classrooms. Alford Council of Interantional English & Literature Journal (ACIELJ). https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_SPEAKING_SK ILLS_IN_ENGLISH_CLASSROOMSPrice, M. L. (1991). The Subjective Experience of Foreign Language Anxiety: Interview with Highly Anxious Students.Renandya, W.A., & Nguyen, T.T.M. (2023). Teaching Speaking L2 Contexts. In E. Hinkel, (Ed.), Handbook of Practical Second Language Teaching and Learning. Routledge.Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press.Saviola, F., Pappaianni, E., Monti, A., Grecucci, A., Jovicich, J., & De Pisapia, N. (2020). Trait and state anxiety are mapped differently in the human brain. Scientific Reports, 10(1). doi:10.1038/s41598-020-68008-zSeidman, I. (2006). Interviewing as Qualitative Research. Third Edition. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia - Social and Behavioral Sciences, 93 (2013) 1860–1868. https://www.researchgate.net/publication/273852226_Speaking_Anxiety_in_a_Foreign_Languag e_Classroom_in_KazakhstanTanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow. DOI: 10.13140/RG.2.1.1995.1129Tenny, S., Brannan, J., & Brannan G. (2017). Qualitative Study. Europe PMC. https://europepmc.org/article/NBK/nbk470395Thi Thu Trang, T. (2011). A review of Horwitz, Horwitz and cope’s theory of foreign language anxiety and the challenges to the theory. English language teaching, 5(1). https://doi.org/10.5539/elt.v5n1p69Tóth, A. (2022). The effect of anxiety on foreign language academic achievement. Hungarian Educational Research Journal, 193-201. https://doi.org/10.1556/063.2021.00098Tran, L. (2020). Teaching and engaging international students: People-to-people connections and people-to-people empathy. Journal of International Students. doi:10.32674/jis.v10i3.2005Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4). doi:10.5539/ies.v2n4p39Tuncel, F., Yapici, A., Akman, P., Elçi, A. C., Demiroglari, B., & Kutlu, M. O. (2020). Foreign Language Anxiety of Adolescent Students. African Educational Research Journal. https://eric.ed.gov/?q=foreign+language+anxiety&id=EJ1274624Véliz, C. M., Villegas, C., & Veliz, L. (2023). Foreign language anxiety in online and in-person learning environments: a case from Chile. Language Teaching Research Quarterly. 35, 37–56. https://doi.org/10.32038/ltrq.2023.35.03Vitasari, P., Abdul Wahab, M. N., Othman, A., & Awang, M. G. (2010). A research for identifying study anxiety sources among university students. International education studies, 3(2). https://doi.org/10.5539/ies.v3n2p189Wall, C., Glenn, S., Mitchinson, S., & Poole, H. (2004). Using a reflective diary to develop bracketing skills during a phenomenological investigation. Nurse Researcher, 11(4), 20–29. doi: 10.7748/nr2004.07.11.4.20.c6212Ying, Z. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12. https://www.researchgate.net/publication/272507492_Anxiety_and_Secondforeign_Language_L earning_Revisited#:~:text=anxiety%20research%20are%20indicated., Introduction&text=Second%2Fforeign%20language%20learning%20can,anxious%20language% 20learners%20is%20astonishing.&text=theoretical%20spectrum%20of%20these%20studies%20 ranged%20from%20strictly%20behavioural%20to%20psychodynamicFenomenología trascendentalAnsiedadAnsiedad por la lengua extranjeraActividades de conversaciónInvestigación cualitativaTranscendental phenomenologyAnxietyForeign language anxietySpeaking activitiesQualitative researchPublicationORIGINALmachadopinedanikolas-monterrozamedinaura.pdfmachadopinedanikolas-monterrozamedinaura.pdfapplication/pdf1681135https://repositorio.unicordoba.edu.co/bitstreams/593503e8-31f6-4845-b544-3c4e1eb797ae/downloadcd7a03a360d14da14ae62086b62176a0MD51Formato de Autorización.pdfFormato de Autorización.pdfapplication/pdf1492301https://repositorio.unicordoba.edu.co/bitstreams/dcd3a7ef-0780-4176-b11a-2c3b0658e37c/download8d666e5005befbd1f97c2731ea506231MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.unicordoba.edu.co/bitstreams/a717ae22-edd5-43d3-81d1-e6ad090e117f/download73a5432e0b76442b22b026844140d683MD53TEXTmachadopinedanikolas-monterrozamedinaura.pdf.txtmachadopinedanikolas-monterrozamedinaura.pdf.txtExtracted texttext/plain101908https://repositorio.unicordoba.edu.co/bitstreams/2157ba0b-02e7-4371-972f-fa2bac8c85bf/downloadac561f3e49bc3c22edaca4402a78d47dMD55Formato de Autorización.pdf.txtFormato de Autorización.pdf.txtExtracted texttext/plain5483https://repositorio.unicordoba.edu.co/bitstreams/6f016386-2d05-4562-af34-d8a212f6d062/downloadd4446d487453726efb2e399f385c3897MD57THUMBNAILmachadopinedanikolas-monterrozamedinaura.pdf.jpgmachadopinedanikolas-monterrozamedinaura.pdf.jpgGenerated Thumbnailimage/jpeg10970https://repositorio.unicordoba.edu.co/bitstreams/fa5d5d5c-3a8b-45e1-b24f-a240ead7d5b0/download4fd3a570a2ccb0c44b9b3ed2d7bd0aa8MD56Formato de Autorización.pdf.jpgFormato de Autorización.pdf.jpgGenerated Thumbnailimage/jpeg14878https://repositorio.unicordoba.edu.co/bitstreams/50985411-16b4-49cb-a3d0-555514c4ac33/download50d2f6ed9757256b18eee2d3bda9b666MD58ucordoba/8412oai:repositorio.unicordoba.edu.co:ucordoba/84122024-07-18 03:01:02.1https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2024open.accesshttps://repositorio.unicordoba.edu.coRepositorio Universidad de Córdobabdigital@metabiblioteca.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

Publicaciones similares