XXXXXXXX Methods
Research methods taken XX XXXXXXX XXXX research XXXXXXXXX:
X- XXX XXXXX problem.
2- The XXXXX's goal and questions.
X- The XXXXXXXXXX of the XXXXX.
X- Study XXXXX.
X- Study XXXXXX
X- XXXXX limitations.
Sample
XXX Data XXXXXXXXXX
XXXXXXXXXXXXXXXXX, XXXXX are two XXXXXXX XXXXXXXXX XXX XXXXXXXX speaking anxiety. They are XXX internal XXX XXXXXXXX factor. The XXXXXXXX XXXXXXX XXXXXXX limited XXXXXXXXXX XXX XXX XXXXXXX proficiency, XXXX XXXXXXXXXX XXX preparation, fear of losing face, inability to XXXXXXX XXX idea. XXXXX the external XXXXXXX are XXXXX afraid of making mistake, XXX focus XXXXXXXXX.
X.2 Discussion
a. XXXXXXXX XXXXXXX
1) XXXX XX vocabulary XXX low English proficiency XXXXXXXXXX like “XX XXXX XXXXXXX XX XXXX, and so XXXX I want to XXXXX it XX somebody, I XX always XXXXXXX”, it XXXXXXXX causes XXXX XXXX no XXXXXXXXXX in XXXXXXXX XXXXXXX in front of the class. XXX data showed that XXXX factor influencing the XXXXXXXX are XXXXXX a lack of XXXXXXXXXX XXXX speaking English in XXXXX XX the XXXXX.
Question : How XX XXXX XXXXXXXXXX mastery in speaking English?
XXXXXXX H : I never XXXXXXXX the XXXXX
2) Lack XX preparation and lack XX practice
Lack of XXXXXXXX and preparation is XXX XXXXXXX problem XXXX XXX students perform XXXX're XXXXXXXX XXXXXXX in front of the XXXXX. They should practice more to reduce this problem. XXX XXXXXXXXXX XXXXXX XXXX 40% XX the students’ did practicing XXX XXXXXXXXX XXXXXX XXXXX XXXXXXXXXXX. Preparation is XXX XXXXXXXXX thing to XX before XXXXXXXXXX XXX XXXXXX. The students will be XXXXXXX XX make a XXXXXXX or XXXXXX XXXXXXXXX if XXXX do not prepare themselves.
3) XXXX of XXXXXX faceFear of losing XXXX XX XXXXXXX XXXX XXXXXXX XX XXXXXXXXX. XXXX is one XX the XXXXXXX XXXX XXXXX XXX XXXXXXXX felt XXXXXXX. The XXXX XXXXXXXX XXXX XXX students XX XXXXXXX XXXXXXXXX study XXXXXXX are XXXXXX of losing face or XXXXXXX XX something. XXX XXXXXXXXXX is XXXXXX 100% XX XXX XXXXXXXX’ XXXX of XXXXXX face.
Student A : when the XXXXXXX XXXXXX XX about XXXX problems XXX then I cannot XXXXXX the XXXXXXXX XXXXXXX, XXXX XXXX XX XXXXXXX in front XX XX friend XXX because I don't XXXX XXXX vocabularies so I can't XXXXX XXXXXXX XXXXXXXX.
X) XXXXXX XXXXXXXXXXXX
Some XXXXXXXX became XXXXXXX XXXX XXXXXXXX XXXXXXX in front of XXX XXXXX XXXXXXX XXXX XXX XXXXXXXXX to memorize XXXX XXXX have already XXXXXXX or prepared.
XXX XXXX XXXXXX that 2 XXXXXXXX admitted XXXX XXXX XXXX memory XXXXXXXXXXXX but could XXXX manage XXXXX XXXXXXXXXXX.
XXXXXXXX : When you XXX XXXXXXXX in XXXXX XX the class, did you forget to XXX what you are thinking?
XXXXXXX D : yes I XXXX did, and it XXXXX XX XXXXXXX to XXXXXXXX my XXXXXXXX.
XXXXXXX X : yes I did, XXX I XXX manage it. For example, I've forgotten XXXX I XXXX XX XXX or I XXXXXX XXXXX XXX XXXXXXXXXX, then I XXXXXX that XXXX I was forgotten XX another XXXX, or I say it XX XX own XXXXXXXX.X) XXXXXXXXX to XXXXXXX XXXX
Inability XX express ideas XX XXXXXXX cause XXX XXXXXXX XXXXXXX in speaking XXXXXXX XXXXXXXXXX. They XXX afraid of talking XX others. They usually XXXX XX idea how XX XXXXXXX XXXXX meanings. XXXX is the chart that XXXXX XXX percentage XX XXX XXXXXXXX who inability XX XXXXXXX XXXXX XXXX:
Images Not Shown
The chart XXXXXXXXXXX XXXX XX% XX the students in XXX XXXXXX semester is the XXXXXXXXX XX express their XXXX, it XXXXXXX some XXXXXX such XX XXXX XXXXXXXXXXXXXXXXX XX support their XXXXXXX XXX less prepared before XXXXX performance. This result of the interview XXXXX XXX data: XXXXXXXX: XXXX XX XXXX XXXXXXXXXX in XXXXXXXX XXX XXXXXXX XXXXXXXX?
. XXXXXXXX XXXXXXX
1) Fear XX making mistake and XXXXX XXXXXXX atIn a XXXXXXXX class, fear XX XXXXXX XXXXXXX is so strong in XXXX XXXXXXXX that XXX XXXXXXXXXXX determined to stay XXXXXX rather XXXX XXXX XXXXXXXXXX XXXXXXXXXXX XXXXX (Dornyei, X., XXXX). They XXX XXXXXXX of making mistakes in front of the XXXXX, XXXX as in pronunciation or XXXXXXX.
X) Fear XX being XXXXX XX attentionAlthough many students started to XXXXX XXXXXX English in secondary schools, they did not XXXX much practice at that time because XX XXX XXXXXXXX XXXXXXXX nature of XXXXXXXX and exam-orientedness of schooling. XXXXXXXXXXXX, XXXX XXXXXXXX
feared XX XX the XXXXX of attention and XXXX became anxious XXXX XXXXXXX out XX speak English in front XX the XXXXX. The XXXXXXXXXX is around XX% XX the XXXXXXXX admitted XXXX XXXX fear of making XXXXXXX, XXX XXXX being a XXXXX XX XXXXXXXXX.
Although XXXX XXXXXXXX XXXX begun XX learn XXXX XXXXXXX in XXXX XXXXXX, XXXX XX XXX practice much at that XXXX XXXXXXX of the XXXXXX XX XXXXXXXX and examinationsfrom school. XX a XXXXXX, XXXX XXXXXXXX are afraid of XXXXX XXX focus of XXXXXXXXX XXX thus XXXXXX XXXXXXX when they are chosen to speak English in the classroom (XXX, 2007).
Data Analysis
XXX XXXXXXXX XXXX this XXXXXXX XXXX they XXXXX in front of the class. The
students XXXX XXX obstacle in XXXXX factors that XXXXX raise XXX level of XXXXXXX: X)
inability to pronounce strange XXXXX XXX word 2) XXX XXXXXXX the meaning XX
words or XXXXXXXX X) inability to XXXXXXXXXX and answer question X) not knowing or
understanding XXXXXX XXXXX or requirement X) testing especially XXXX testing.
XX XXX XXXXX XXXX, XXX XXXXXXXX XX the XXXXXX semester were XXXXXXXX XXXX
XXXXX XX another XXXXXX XXXXXXXXXXX their XXXXXXXX apart from the previous factors
XXXX XXX motivation of XXX lecturer and their environment. Their XXXXXXXXXX of their
study gives some XXXXXX XXX their speaking performance. XXX XXXXXXXX XXXX stated
XXXX XXXX XXX XXXXXXXXXXXX XXXXXXXXXX XX speaking XXXXXXX in front XX XXX class.
Likewise, it XXXXX XXXXXX XXXXX anxiousness.
XXXX XXX students XXXXXX know how to XXXXXX speaking anxiety in front XX XXX
class XXX XXXX can XXXXXXX their performance, XXX the teacher XXXXXX help the
XXXXXXXX XXXXXXX of the teacher XXX XXX XXXXXXXXX rule to the XXXXXXXX. XXX lecturers
should make teaching XXXXXXXX process XXX, XXXX XXXXXXXX feedback, motivate XXXXX
students, XXXX their XXXXXXX to XXXXXX the fact that XXXX make XXXXXXX XX part XX the
learning process, and the lecturer should speak XXXXXXX XXXX and XXXX to XXXXXXXXXX.
XXXXXXXXXXXX
Akkakoson, S. (2016). Speaking Anxiety XX XXXXXXX XXXXXXXXXXXX Classrooms XXXXX Thai Students. XXXXXXXXX Journal XX Learning and XXXXXXXXXXX, XX , 63-XX.
, L. (2011). XXXXXXXX XXXXXXX: XX XXXXXXXX XX XXXXXX XXXXXXXX XXXXXXXX?.Creswell, X. X. (2013). XXXXXXXX XXXXXX: XXXXXXXXXXX, quantitative, and XXXXX methods XXXXXXXX. XXXXXXXXXX: XXXX publications.
.Dornyei, Z. (XXXX). XXXXXXXXXXXX XXXXXXXXXX in XXX Language XXXXXXXXX.London: XXXXXXXXX University Press.Fang, X., & Baker, ,. W. (2017). X XXXX inclusive mind XXXXXXX XXX world’: XXXXXXX XXXXXXXX XXXXXXXX XXX XXXXX XXXXXX in XXXXX from XXXXXXXXXXXXX citizenship XXX English as a lingua XXXXXX perspectives. XXXXXXXX Teaching Research.XXXXXXX, E. v. (2017). XXXXXXXXXXXX Interventions. . XX Dementia in Nursing Homes , 29-XX.XXXX, X., &XXX; XXXX, E. (2010). English XX a world language in XXXXXXXX XXXXXXX. , . Reading XX(X) , XXX-XXX.XXXXXXXXX, X. S. (2017). XXXXXXX-focused therapy of depression. Person-Centered &XXX; Experiential XXXXXXXXXXXXXXX, X-12. Kanar, C. X. (2013). XXX XXXXXXXXX XXXXXXX. XXXXXXXX: XXXXXXX XXXXXXXX seventh XXXXXXX.
, X. (2017). An XXXXXXXX XX XXXXXXXX’learning Strategies In English XXXXXXXX Class At XXX XXXXXX Semester XX XXXXXXXXXX University XXXXXXXX Year XXXX/2016., (XX. In Proceedings (XXX. X, No. X).).XXX, M. (2007). Anxiety In XXXX XXXXXXX XXXXXXXXXX: X Case XXXXX XX China. XXXXXXXXXX Journal XX English Language XXXXXXXX Volume 3 Number X , 12.Morris, A. L. (XXXX) A XXXXXXXXXXX XXXXXXXXXXX XX the XXXXX Experiences of XXXXXXXX Before XXX After Ileostomy Creation as a XXXXXX XX Surgical XXXXXXXXXX for XXXXX's XXXXXXX. XXXXXX WOUND XXXXXXXXXX, 63(1), 34-39.
XXXXX, D. (2003). XXXXXXXXX English XXXXXXXX XXXXX XXXXXXX. XXX XXXX: Mcg raw-XXXX.Nunan, X. (2003). XXX impact XX English XX a XXXXXX XXXXXXXX on XXXXXXXXXXX policies and practices in the XXXX‐XXXXXXX XXXXXX. TESOL quarterly, XX(X), 589-613.XXXXXX, J. X. (XXXX). XXXXXXXX XXXX the Air: A XXXXXXX of the XXXX ofCommunication. XXXXXX: University of XXXXXXX XXXXX. XXXXXXX, X. X. (2017). Assessing meaning. Language XXXXXXX and Assessment, 33-61.Ruesch, X. (XXXX). Communication: XXX social XXXXXX XX XXXXXXXXXX. Routledge.Suleimenova, Z. (XXXX). Speaking XXXXXXX in a foreign XXXXXXXX XXXXXXXXX in XXXXXXXXXX. Procedia-Social XXX Behavioral Sciences, 93, , 1860-XXXX.Thombury, S. (2005). XXX to XXXXX Speaking. XXXXXXX Education Limited.Travers, M. (2001 ). XXXXXXXXXXX Research through XXXX XXXXXXX. London: XXXX.Yambay, X. V. (2017). XXXXXXXXXXX of XXX XXX of Task XXXXX XXXXXXXX Approach and their advantages in XXXXXXXX XXXXXXXXXXX, in students XX XXX tenth XXXX" an" of XXXXX XXXXXXXXX at" Amelia XXXXXXXX XXXX" high school XXXXXX. XXXXXXXX's XXXXXX, XXXXX, XXXXX XXXX.