Analysing EFL Students’ Language Mindset to Overcome Their Speaking Anxiety: A Case Study
Keywords:
EFL students, EFL speaking anxiety, EFL language mindsetAbstract
This research introduces the idea of how EFL (English as a Foreign Language) students' way of thinking can help them deal with their nervousness when speaking a foreign language. The study used a method where they talked to 5 students at a university in Cirebon. Among these students, 2 were female and 3 were male. The researchers looked at how these students' mindset helped them overcome their fear of speaking a foreign language. The results showed that all the students had a positive mindset that believed they could improve, and they reacted to challenges by trying to master them. This really helped them feel more comfortable when speaking a foreign language and dealing with their nervousness. This study not only confirmed that having the right mindset can help with speaking anxiety, but it also looked at the details. This could help future studies explore how mindsets can help with other factors that make speaking anxiety worse. In the real world, this research could be a helpful tool for people learning a foreign language. It can help them understand and improve how they feel when speaking English.
References
Altunel, İ. (2019). Bridging the gap: A study on the mindset and foreign language anxiety. International Online Journal of Education & Teaching, 6(3), 695–711. https://discovery.ebsco.com/linkprocessor/plink?id=2abbb377-95a7-3514-929c-d77cc4f57681
Amelia, R. (2022). Indonesian EFL Students’ attitude toward Oral Presentations. Indonesian Journal of Integrated English Language Teaching, 8(1), 15. https://doi.org/10.24014/ijielt.v8i1.17434
Anandari, C. L. (2015). Indonesian Efl Students’ Anxiety in Speech Production: Possible Causes and Remedy. TEFLIN Journal - A Publication on the Teaching and Learning of English, 26(1), 1. https://doi.org/10.15639/teflinjournal.v26i1/1-16
Andi, L. A., Benu, J. M. Y., & Panis, M. P. (2022). Relationship between Negative Mindset and English-Speaking Anxiety in English Students. 4(2), 295–307.
Black, S., & Allen, J. D. (2017). Part 2: Goals, Mindset, and Self-Regulation. Reference Librarian, 58(2), 159–173. https://doi.org/10.1080/02763877.2016.1221787
Çağatay, S. (2015). Examining EFL Students’ Foreign Language Speaking Anxiety: The Case at a Turkish State University. Procedia - Social and Behavioral Sciences, 199, 648–656. https://doi.org/10.1016/j.sbspro.2015.07.594
Cameron, D. (2015). “In New Zealand I feel more confidence”: The role of context in the Willingness to Communicate (WTC) of migrant Iranian English language learners. International Journal of English Studies, 15(2), 61–80. https://doi.org/10.6018/ijes/2015/2/202981
Demir, K., & Qureshi, A. M. (2019). Pakistani Science Teachers’ Experiences of Professional Development: A Phenomenological Case Study. Journal of Science Teacher Education, 30(8), 838–855. https://doi.org/10.1080/1046560X.2019.1607707
Emeral, & Ristati. (2023). Investigating freshmen’s L2 speaking anxiety level in Indonesia. ENLIT Journal, 3(1), 13–21. https://doi.org/10.33654/enlit.v3i1.2133
Harris, L. R., & Brown, G. T. L. (2010). Mixing interview and questionnaire methods: Practical problems in aligning data. Practical Assessment, Research and Evaluation, 15(1).
Hefferon, K., & Gil-Rodriguez, E. (2011). Interpretative phenomenological analysis. Psychologist, 24(10), 756–759. https://doi.org/10.4324/9781315105246-7
Idrus, M. (2022). Speaking Anxiety Experienced By Indonesian Students in an International University.
K.Yin, R. (2016). Robert K. Yin. (2014). Case Study Research Design and Methods (5th ed.). Thousand Oaks, CA: Sage. 282 pages. The Canadian Journal of Program Evaluation, March 2016. https://doi.org/10.3138/CJPE.BR-240
Kapasi, A., & Pei, J. (2022). Mindset Theory and School Psychology. Canadian Journal of School Psychology, 37(1), 57–74. https://doi.org/10.1177/08295735211053961
Khajavy, G. H., Pourtahmasb, F., & Li, C. (2022). Examining the domain-specificity of language mindset: a case of L2 reading comprehension. Innovation in Language Learning and Teaching, 16(3), 208–220. https://doi.org/10.1080/17501229.2021.1956936
Latif, N. A. binti A. (2015). A Study on English Language Anxiety among Adult Learners in Universiti Teknologi Malaysia (UTM). In Procedia - Social and Behavioral Sciences (Vol. 208, Issue Icllic 2014). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2015.11.198
Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A., & Dolan, E. L. (2020). Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00227-2
Lou, N. M., & Noels, K. A. (2017). Measuring Language Mindsets and Modeling Their Relations With Goal Orientations and Emotional and Behavioral Responses in Failure Situations. Modern Language Journal, 101(1), 214–243. https://doi.org/10.1111/modl.12380
Lou, N. M., & Noels, K. A. (2020a). Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions. Contemporary Educational Psychology, 61(February), 101847. https://doi.org/10.1016/j.cedpsych.2020.101847
Lou, N. M., & Noels, K. A. (2020b). Mindsets about language learning and support for immigrants’ integration. International Journal of Intercultural Relations, 79(May), 46–57. https://doi.org/10.1016/j.ijintrel.2020.08.003
Lune, H., & Berg, B. L. (2017). Methods for the Social Sciences Global Edition.
Ocampo, M. B. (2017). Japanese Students’ Mindset and Motivation in Studying English Grammar and Reading. PEOPLE: International Journal of Social Sciences, 3(2), 1192–1208. https://doi.org/10.20319/pijss.2017.32.11921208
Oflaz, A. (2021). The journal of language and linguistic studies. Journal of Language and Linguistic Studies, 17(2), 1117–1128.
Ozdemir, E., & Papi, M. (2021). Mindsets as sources of L2 speaking anxiety and self-confidence : the case of international teaching assistants in the U . S . Innovation in Language Learning and Teaching, 0(0), 1–15. https://doi.org/10.1080/17501229.2021.1907750
Rajasinghe, D. (2020a). Interpretative phenomenological analysis (IPA) as a coaching research methodology. Coaching, 13(2), 176–190. https://doi.org/10.1080/17521882.2019.1694554
Rajasinghe, D. (2020b). Interpretative phenomenological analysis (IPA) as a coaching research methodology. Coaching, 13(2), 176–190. https://doi.org/10.1080/17521882.2019.1694554
Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172(2019), 1053–1058. https://doi.org/10.1016/j.procs.2020.05.154
Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school. Teaching and Teacher Education, 77, 204–213. https://doi.org/10.1016/j.tate.2018.10.002
Robins, R. W., & Pals, J. L. (2002). Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change. Self and Identity, 1(4), 313–336. https://doi.org/10.1080/15298860290106805
Smith, J. A. (2011). Evaluating the contribution of interpretative phenomenological analysis. Health Psychology Review, 5(1), 9–27. https://doi.org/10.1080/17437199.2010.510659
Smith, J. A. (2014). A practical guide to using Interpretative Phenomenological Analysis in qualitative research psychology. Czasopismo Psychologiczne Psychological Journal, 20(1), 361–369. https://doi.org/10.14691/cppj.20.1.7
Snyder, M. M., & Dringus, L. P. (2019). IPA as a Method for Identifying Education and Training Needs of Informal Caregivers. Florida Journal of Educational Research, 57(2), 2019.
Suleimenova, Z. (2013). Speaking Anxiety in a Foreign Language Classroom in Kazakhstan. Procedia - Social and Behavioral Sciences, 93, 1860–1868. https://doi.org/10.1016/j.sbspro.2013.10.131
Suparlan, S. (2021). Factors Contributing Students’ Speaking Anxiety. Journal of Languages and Language Teaching, 9(2), 160. https://doi.org/10.33394/jollt.v9i2.3321
Van der Mescht, H. (2004). Phenomenology in Education: A Case Study in Educational Leadership. Indo-Pacific Journal of Phenomenology, 4(1), 1–16. https://doi.org/10.1080/20797222.2004.11433887
Vandewalle, D. (2012). A Growth and Fixed Mindset Exposition of the Value of Conceptual Clarity. Industrial and Organizational Psychology, 5(3), 301–305. https://doi.org/10.1111/j.1754-9434.2012.01450.x
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
Zarrinabadi, N., Lou, N. M., & Darvishnezhad, Z. (2023). To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms. Innovation in Language Learning and Teaching, 17(1), 88–101. https://doi.org/10.1080/17501229.2021.1938079
Zarrinabadi, N., Lou, N. M., & Shirzad, M. (2021). Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms. Learning and Individual Differences, 86(February), 101981. https://doi.org/10.1016/j.lindif.2021.101981
Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(1). https://doi.org/10.1186/s40468-018-0065-4
