Sita Amalia Nurfitriana

1610302109

1. Title
Anxiety in English Language Learning: A Case Study of English Language Learners in
Saudi Arabia

2. Background
Second or foreign language education has expanded rapidly during the last few decades in
Saudi Arabia and many English language courses are offered from primary to advanced
levels at many schools, institutions and universities. Many English language learners in
Saudi Arabia and around the world still have difficulty in comprehending and employing
English language skills. Thus, many researches haven been conducted to determine the
relationship between language anxiety and achievement in the target language. Language
anxiety is not a new phenomenon. Language anxiety as a specific aspect of language
acquisition has occupied a great body of research for the past few decades. Language
anxiety has long been recognized as an obstacle in second or foreign language learning. In
other words, language anxiety is a negative emotional state; therefore, it can have a
negative impact on how to learn or acquire the target language. Language anxiety,
recognized as an affective factor in foreign language learning (Gardner & MacIntyre,
1992).

3. Formulation of The Problem

The research questions of this study are as follows:
1) What is the level of language anxiety among EFL students in the faculty of education at
Princes Nora University?
2) Are there any significant relation between the level of language anxiety and the
following variables: (a) year in the specific program, and (b) students age

4. Objective of The Study

The study aimed to investigate the level of foreign language anxiety among English
language learners.

5. Review of Related Literature

Language anxiety has occupied a great body of research for the past few decades. Previous
research findings on language anxiety have revealed the fact that anxiety can impede
foreign language performance and its production. In most of the time, the language learners
are facing some kinds of problems in learning a new language. Language anxiety has long
been recognized as an obstacle in second language learning. Khattak, Jamshed, Ahmad,
Mirza and Baig (2011) reported, “Anxiety experienced in learning English language can
be debilitating and may influence students’ achievements of their goals”. In the other
 words, anxiety is one of the most significant factors affecting language learning. High level
of language anxiety is correlated with poor performance in language learning. The
experience of language anxiety varies from learner to learner. According to Ying (2008),
language anxiety is caused by (1) personal and interpersonal, (2) learner beliefs about
language learning, (3) teacher belief about language anxiety, (4) teacher-learner
interactions, (5) classroom procedures, and (6) language testing.

6. Previous Research
Yan and Horwitz (2008) conducted a study to examine the factors associated with students’
anxiety in language learning in China and founded that comparison with peers, learning
strategies, and language learning interest and motivation were the most immediate factors.
Another study conducted by Woodrow (2006) to examine the correlation between anxiety
and language performance among EFL learners who attended English for Academic
Purposes (EAP) courses. The findings indicate that the most frequent reported cause of
anxiety was fear of interacting with native speakers, giving oral presentations and
performing in front of classmates. Language anxiety also is a strong indicator of negative
attitudes towards language learning. Chao (2003) conducted a study that employed both
qualitative and quantitative methods to investigate the level of anxiety among private
college students who learned English as a foreign language in Taiwan. The findings of this
study revealed that the level anxiety was moderately high. Onwuegbuzie, Baily and Daley
(1999) examined the factors predicted foreign language anxiety and found significant
relations between the following variables: age, academic achievement, prior high school
experience with foreign languages, and expected overall average for current language
course. In terms of students age it was found that older students had higher language
anxiety than did younger students.

7. Hypothesis
Most of the respondents experienced a moderate level of anxiety in the language class. EFL
students in general they do not feel too anxious about learning the English language, though
they are still anxious in certain situations.

8. Research Design
It is well known that, the level of language anxiety is measured by a number of researchers
using several instruments. In the current study, a survey research methodology was used to
collect data about the level of language anxiety.

9. Research Variable
Independent variable: The level of language anxiety
Dependent variables: (a) year in the specific program, and (b) students age

10. Population and sample, sampling technique

Population: Prince Nora University students
 Sample: The researcher selected a total of 100 students learning English for BA degree at
the Princes Nora University in the kingdom of Saudi Arabia. All participants were Saudi
students whose mother tongue is Arabic. They were all majoring in the field of English
language.
Sampling Technique: Sample selected by the method of random sampling.

11. Research Instrumental

Data were collected through questionnaires. For this research study, Foreign Language
Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope (1986) was used to
collect the research data. There were 35 items in this instrument, 2 related with personal
information, and 33 items related with foreign language classroom anxiety are on a series
five-point Likert-scale as follows: Strongly Disagree (1), Disagree (2), Neither Agree nor
Disagree (3), Agree (4), Strongly Agree (5). A pilot study was conducted to ascertain the
effectiveness of instruments. The instrument enjoyed high reliability. Its reliability was
reported to be 0.85. The scores of language anxiety were divided into three levels: namely
low mean score, moderate mean score and high mean score.

12. Data Analysis

English language students received a survey questionnaire, and the usable response rate
was 70%. The data collected was processed by using Statistical Package for Social Science
(SPSS) program. It was used to analyze data as follows:
1) The descriptive statistics was used in summing the data included frequency percentages,
means, and standard deviations.
2) Pearson’s correlation coefficients were used to identify the differences in the level of
language anxiety according to age and the year in the specific program.

13. Your comments

After analyzing the paper, it is found that EFL students experience moderate level of
anxiety. Besides that, the findings also indicate no significant difference of anxiety level
with respect to year of the specific program. This finding is in contrast with Elkhafaifi
(2005) findings, who found that students in the third year of their study had significantly
lower levels of foreign language anxiety than those in the first and second year of their
study. However, the findings indicate that there is a meaningful difference in the level of
language anxiety in terms of age variable. Thus, the suggestions based on the finding of
the study are:
(1) Faculty staff should acknowledge the importance of the issue of language anxiety
among the EFL learners,
(2) English-language learners should be encouraged to practice English language inside
and outside the classroom, and
(3) English-language learners should be encouraged to communicate with native speakers
in more informal contexts such as social networking.
1. Title
English Teachers’ Understanding of The New English Language Teaching Program and
Their Classroom Implementations

2. Background
There is a widespread belief that the younger is better in second or foreign language
learning (SLL/FLL). This claim is evidenced by the increasing number of child language
learners all over the world. Early language learning (ELL) has taken its place in many
countries’ curriculums such as Poland, Turkey, Germany, France, Brazil, Japan, etc. (Çelik
& Karaca, 2014). International empirical research shows that a person who starts FLL early
has generally higher level of proficiency than those who begin at a later age (Penfield,
Taylor, & Snow cited in Gawi, 2012) (see Blondin et al., 1998; Clyne, Jenkins, Chen &
Wallner, 1995; Enever & Moon, 2009; Long, 1990; Pufahl, Rhodes, & Christian, 2001).
Regarding the crucial role of age in language acquisition, it is widely believed that due to
longer exposure the outcomes of the learning process is better when foreign language (FL)
instruction starts at an early age (Enever & Moon, 2009; Genesee, 2014). Therefore, L2
and FL acquisition and learning research so far has demonstrated that the process of L2
learning by school age is easy and quick and it will result in very high levels of proficiency
through exposure to the language (Genesee, 2014) (see, Harley, 1986; Johnstone, 2009;
Long, 1990).

3. Formulation of The Problem

1. What are the EFL teachers’ opinions about the starting age of FLL?
2. What are the teachers’ beliefs regarding the methodological aspects of the new ELTP?
3. To what extend do the teachers implement the requirements of the new ELTP?
4. Are there any differences between the teachers’ beliefs and their in-class practices with
young learners depending on gender, teaching experience, experience in TEYL and the
number of students in classes?

4. Objective of The Study

This study aims to shed light on the practicing English teachers’ beliefs about the
methodological aspects of the new ELTP from a broader perspective by putting the new
curriculum’s characteristics, content as well as the aims under the microscope.

5. Review of Related Literature

There has been a global trend towards introducing English in the early stages of schooling
to provide greater access to this language (Gimenez, Tanaca, Peres, & Oliveira, 2013;
Klippel, 2008; Nikolova, 2008; Nikolov & Curtain, 2000; Paul, 2003). With the impact of
 globalized expectations for higher level of proficiency, this trend has been experienced in
many parts of the world. As Gimenez et al., (2013) highlighted, as a result of this reality,
increasing number of young children are learning English in various contexts around the
world. Early Language Learning in Europe (ELLiE) project, conducted by a group of
researchers, was a result of this global interest and aimed to “provide a detailed insight of
the policy and implementation processes for early foreign language learning (FLL)
programmes in Europe …” (Enever, 2011, p.9). The findings of the project made it clear
that there was a global trend in encouraging instructive language systems to get young
learners (YLs) to start learning English at an early age. In the preface of the ELLiE research
report, the representative of the British Council points out the fact that early exposure to a
target language in schools around the world has been a global trend in education policies
over recent years, which is “a result of parents‟ demands and expectations, and of the desire
of educational authorities to increase language skills and intercultural understanding”
(Enever, 2011, p.1).

6. Previous Research
Tinsley and Comfort (2012) questioned the age to start a foreign language education in
their study and reported that “the two most common models of language learning in
primary education are to: introduce the new language at the beginning of compulsory
education or start after just two years, commonly at age eight.” (p. 6). As it is stated in their
study the former one tends to be more common than the latter in developed countries. The
countries differ from each other in terms of compulsory FL education they offer in primary
school. For example, English is introduced at age six in Finland, Crotia, France,
Bangladesh, Italy, Norway, Malta, Spain Sweden; at age eight in Bulgaria, China, Cyprus,
Germany, Greece, Korea, Romania and Taiwan; at around age nine in Slovenia, Denmark,
Hungary, Argentina and Lithuania (Enever & Moon, 2009; Eurydice, 2008; Tinsley &
Comfort, 2012). Rationales behind introducing language in early stages of education are
directly related to “a country‟s international aspirations and the desire to prepare children
to engage successfully in international environments” (Tinsley & Comfort, 2012, p.6).

7. Hypothesis
Although the participants generally had positive thoughts towards certain aspects of
theoretically appropriate TEYL (Teaching English to Young Learners) methodology, the
results regarding their classroom practices showed otherwise in terms of their
implementation

8. Research Design
Using a survey-type research design a quantitative approach was adopted for the
investigation, and the beliefs and classroom experiences of TEYL teachers were of primary
concern.

9. Research Variable
Independent variable: Methodological aspects of the new ELTP
 Dependent variable: EFL teachers’ opinion, teachers’ beliefs.

10. Population and sample, sampling technique

Population: EFL Teachers in Turkey
Sample: 323 EFL teachers teaching 2nd, 3rd, 4th, 5th, and 6th grades in Turkish state
schools
Sampling Technique: Convenience sampling and chain-referral sampling methods were
used to collect data.

11. Research Instrument

The data were collected through a questionnaire designed as a five-point Likert scale,
which consists of three parts. The items in the questionnaire were designed to elicit the
beliefs about the new ELTP and in-class practices of the participants concerning the issues
involved in implementing English language instruction for YLs. The items related to belief
were prepared regarding the theories of TEYL as well as the new ELTP content. The items
related to in-class practices were prepared regarding the underlying methodology of the
ELTP.

12. Data Analysis

The data gathered by the questionnaire were analyzed by using SPSS 20. Frequency
analysis was used for the analysis of the demographic information. For the open-ended
question following the item of starting age, content analysis was implemented by grouping
the opinions of the participants. Then the similar answers were tallied. For the second part
of the questionnaire including 25 items investigating teachers’ beliefs about TEYL and the
third part of the questionnaire including 42 items investigating teachers’ in-class practices
descriptive statistics including mean and frequency analysis was used. In order to identify
the differences between the teachers’ beliefs and their in-class practices, dual comparisons
were made by Independent Samples Test for the gender variable. Regarding the variables
“teaching experience and the number of students” multiple comparisons were made by
oneway ANOVA test as the results of the Levene test showed homogeneity of the
variances. Kruskal Wallis test and Mann Whitney-U test were also used because the
variances in the “teachers’ belief” (second) part were not homogenous regarding the
variable “experience in primary school” for the research question 4.

13. Your comments

After analyzing the paper, the controversies in theoretical knowledge and practice indicate
a need for further investigation to understand the reasons behind the findings. The results
of the study are important in that it sheds light into the necessary conditions for successful
curriculum implementation. These findings inform policy makers and other stakeholders
about the kinds of beliefs teachers hold and how these are reflected in their in-class
practices. In addition of that, teachers should be provided with the necessary support,
especially in the form of in-service training about the new ELTP, its contents and its
 effective implementation in real classrooms. They need to be informed about the rationales
and principles that lie behind the practices which teachers are asked to implement.

1. Title
The Affection of Student Ratings of Instruction toward EFL Instructors

2. Background
The Ministry of Education (MOE) authorizes universities and colleges to determine whom
to hire in the college system according to the Taiwanese College Regulation 21. Moreover,
the MOE (2005) concluded that developing a system for teacher evaluation is necessary in
each college and university. As a result, schools have more power in deciding the
qualification of educators. Wolfer and Johnson (2003) emphasized that one must be clear
about the purpose of a course evaluation feedback since it may determine the kind of data
required. Moreover, teacher evaluation should include the key element for not only
promotion, tenure, and reward, but also performance review and teaching improvement. In
addition, student ratings of instruction become an essential element to evaluate teachers’
success for ensuring the quality of teaching. Students’ opinions are fundamental sources
for forming the quality of instruction in higher education. Murray (2005) stated that more
than 90% of U.S. colleges and universities pay attention to student evaluation of teachers
in order to assess teaching. Besides, about 70% of college instructors recognize the need
of student input for assessing their classroom instruction (Obenchain, Abernathy, & Wiest,
2001). Teacher decision making toward curriculum design and teacher expectancy of
student achievement have a significant influence on the results of curricular and
instructional decisions. However, most of the research focus on how to assist and improve
students’ learning through SRI, how to improve teaching effectiveness through SRI, issues
of SRI, or student achievement toward SRI; few of them address how do instructors use
the feedback from SRI or how do instructors improve teaching through the results of SRI
(Beran, Violato, Kline, & Frideres, 2005). Accordingly, instructors’ perceptions of student
ratings become valuable in presenting a better insight for improving teacher performances
because understanding how instructors are impacted by SRI is influential.

3. Formulation of The Problem

The research questions of this study are as follows:
1) What are Taiwanese EFL university instructors’ perceptions toward SRI?
2) What impact does SRI have on EFL university instructors’ classroom instructions?

4. Objective of The Study

This research is aimed to investigate Taiwanese EFL university instructors’ perceptions
toward student ratings of instruction and the impact of student ratings of instruction on
EFL instructors’ classroom teaching.
5. Review of Related Literature
The implementations of SRI at colleges and universities have not only been employed for
purposes of improving teaching effectiveness, but also have been used for personnel
decisions such as tenure. SRI is widely practiced in colleges and universities across Canada
and the United States (Greenwald, 2002) .In fact, student ratings is not a new topic in higher
education. Researchers, Remmers and Brandenburg published their first research studies
on student ratings at Purdue University in 1927. Also, Guthrie (1954) stated that students
at the University of Washington filled out the first student rating forms seventy-five years
ago. Nevertheless, SRI is a pertinent topic for researchers to study because students still
fill out the evaluation forms which produce vital information on teaching quality.
Administrators take SRI into consideration to determine the effectiveness of instruction
and personnel promotions as well. There were 68% of American colleges reported using
student ratings in Sedin’s 1983 survey. Meanwhile, there were 86 percent of American
colleges reported using student rating surveys in colleges in 1993 (Sedin, 1993a). Seldin’s
(1993b) surveys reflected the growing number of use of student rating as an instrument for
teaching evaluation in higher education.

6. Previous Research
Chang (2002) declared that approximately 76 percent of public universities and 85 percent
of private universities have implemented SRI in Taiwan. As a result, teacher evaluation
has become an instrument for examining instructors’ classroom presentation. Liu (2011)
stated that teachers’ classroom presentation is equivalent to teacher appraisal and teacher
performance. Furthermore, Liu (2011) found the following: Since 28th December 1995,
the 21st Regulation of the University Act stated that a college should formulate a teacher
evaluation system that decides on teacher promotion, and continues or terminates
employment based on college teachers’ achievement in teaching, research and so forth. (p.
4) SRI has been wildly accepted by universities and colleges in Taiwan and has become a
practical tool for enhancing teaching performance and developing an effective trigger to
examine factors that relate to educational improvement. SRI stimulates organizational level
effects by providing information from evaluation practice such as diagnosing
organizational problems. SRI raises environmental level effects such as hiring, retention,
and dismissal which is highly public acts justified through the evaluation process (Cross,
Dooris, & Weinstein, 2004).

7. Hypothesis
The null hypotheses was designed for testing the association between EFL instructors’
perceptions and SRI, SRI and the classroom instruction, and the impact of SRI and the
classroom instruction. A Chi-Square was used to test the associations of the null
hypotheses. A Chi-square probability of .05 or less was used to reject the null hypotheses.
H10: No association exists between EFL university instructors’ perceptions and SRI.
H20: No association exists between the impact of SRI and classroom instruction.

8. Research Design
 The researcher randomly selected ten northern universities, which offer the English or
applied foreign language major by drawing from twenty-eight schools.

9. Research Variable
The independent variable in this study was SRI. The dependent variables were northern
Taiwanese EFL university instructors’ perception and the influence of SRI on northern
Taiwanese EFL university instructors.

10. Population and sample, sampling technique

Population: Taiwanese university EFL instructors
Sample: The target participants for the quantitative phase were thirty-two Chinese speaking
English instructors from 10 northern universities. All participating EFL instructors have
master or doctoral degrees from the foreign universities or local Taiwanese universities.
Each participating experienced instructor has received at least three years of results from
SRI.
Sampling Technique: The researcher used random sampling strategy to gain participants
from 10 universities in the northern part of Taiwan for the quantitative data. The key to
random sampling is that each university in the population has an equal probability of being
selected in the sample (Teddlie & Yu, 2007). Using random sampling strategy helped the
researcher prevent biases from being introduced in the sampling process by drawing names
or numbers.

11. Research Instrument

The quantitative data was collected and identified through a demographic survey and EFL
instructors’ perception of SRI questionnaire. A questionnaire covering instructors’
perceptions toward SRI and a demographic questionnaire were used to explain the result
of the quantitative data.

12. Data Analysis

The first step of data analysis was the analyzing of the quantitative data. The researcher
assigned codes to all questionnaires so that the participants’ information was ensured.
Then, the information was transferred into the Statistical Package for the Social Sciences
(SPSS 21.0). Also, the researcher was correctly enter quantitative data into SPSS in order
to run a Cronbach's alpha test to create internally consistent, reliable, and valid tests and
questionnaires for enhancing the accuracy of the survey. Furthermore, a Chi-Square test
was implemented for testing hypotheses using a non-parametric test. Cooper and Schindler
(2006) stated that Non-parametric tests are used to test the significance of ordinal and
nominal data. A Chi-Square was used to compare SRI to the dependent variables. The Chi-
Square statistical analysis was used to determine if an association exists between SRI and
EFL instructors’ perceptions.

13. Your comments

After analyzing the paper, it is obvious that EFL instructors’ teaching attitudes and
motivation were being diminished simply because teachers overwhelmingly expressed that
SRI did not provide them useful feedback on their performance in the classroom. EFL
instructors were not willing to take risk in assigning works, carrying out tests, or addressing
needs in supporting student in learning. The results of SRI were hardly for EFL instructors
used to make important decisions for improving the quality of instruction/education. In
fact, SRI was considered an indicator of instructors’ performance when it came time to
dismiss them.