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A Comparative Study of Language Anxiety in High and Low Achieving
Education Majors at Rajabhat Universities
.
Siraprapa Kotmungkun and Dr.Songsri Soranastaporn

1)
2)
4
4 309 186
(Simple Random Sampling)
(FLCAS) 3
0.88 independent t-test 1)

2)

: FLCAS

Abstract
The purposes of this study were: 1) to investigate the level of anxiety in language learning in high
and low achieving education majors and 2) to compare the level of anxiety in language learning of those
two groups. The total population consisted of 309 fourth-year-education majors. They were studying the
English major program in the Faculties of Education of four Rajabhat Universities during the first semester

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of the academic year 2013. Simple random sampling was employed. The sample consisted of 186
education majors who were divided into two groupshigh and low achieversby using their grade point
averages (GPA) and the high-low-27-percent group method. The Foreign Language Classroom Anxiety
Scale (FLCAS) was employed to collect data to determine the participants levels of language anxiety.
The questionnaires were tested for validity and reliability. The reliability of the questionnaires established
by Cronbachs alpha coefficient was 0.88. The statistical devices used for quantitative data analysis were
percentage, mean, standard deviation, and the independent t-test. The results show that 1) both high and
low achieving education majors experienced high levels of language anxiety. 2) There was no statistically
significant difference between high and low achieving education majors language anxiety; however, the
low achieving education majors had a higher degree of language anxiety than those who were in the high
achievement group.
Key Word: Language anxiety, Foreign Language Classroom Anxiety Scale (FLCAS), High and low achieving
education majors, Rajabhat University

Introduction
Since the age of communication has arrived, language teaching has been seen as an important
channel in transferring knowledge about international communication (Wallace, 1991). The demand for
language teachers has increased together with the need for professional development for training
language teachers (Wallace, 1991). Thus, teacher education programs are expected to be essential
sources for producing effective language teachers as they provide a knowledge base and practical
components such as linguistics and language learning theory, language teaching methodology, and the
opportunity for practice teaching (Richards & Nunan, 1990). However, becoming an effective language
teacher is not easy to achieve. Many challenges are waiting. This section discusses the nature of language
learning and teaching, the factors influencing language achievement, and an explanation of the definition
and classification of types of language anxiety. In addition, negative effects resulting from language anxiety
on learners English proficiency are presented through a discussion of studies from 2007 to 2012
(Agbalizu, 2007; Tanveer, 2007; Liu & Zhang, 2008; Zheng, 2008; Tasee, 2009; Kunt & Tum, 2010; Tum,
2012; Wong, 2012; Toth, 2012; Zare & Riasati, 2012).
Some possible variables in language learning and teaching are involved in the attainment of
language proficiency (Brown, 1994; Krashen, 1981). Individual differences, intelligence, aptitude,
motivation, attitudes, and anxiety are factors related to different levels of success in foreign language
learning (Brown, 1994). Negative attitude, lack of motivation and self-confidence, tension and anxiety are
obstacles probably affecting effective language learning (Krashen, 1981). Anxiety, one of those variables,
plays an important affective role in second language acquisition (Brown, 1994). This study focuses on the
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issue of language anxiety. The definition of language anxiety and the classification of language anxiety into
types are presented below.
Language anxiety is defined simply as the fear or apprehension occurring when learners have to
perform tasks in a target language in which they are not proficient (Gardner & MacIntyre, 1993). Horwitz,
Horwitz, and Cope (1986) proposed three types of foreign language anxiety. 1) Communication
apprehension is a fear or anxiety occurring when communicating with people in person, in public, etc. 2)
Test-anxiety is a fear of failure regarding test performance. 3) Fear of negative evaluation is the worry
that others would evaluate oneself negatively. Due to the existence of language anxiety, previous
researchers have conducted studies and found the negative impacts of anxiety on foreign language
learning in terms of both language students and language education majors.
Language anxiety has been found to have many varied and profound effects on language
students and language learning (Zheng, 2008; Horwitz, Horwitz & Cope 1986; Udomkit, 2003). According to
Zheng (2008), anxiety could interfere in all language stages of acquisition: input, process, and output.
Horwitz, Horwitz, and Cope (1986) describe the clinical experiences of anxious learners such as having
difficulty concentrating, becoming forgetful, sweating, and having palpitations. Those students avoided
participating in classes and put off doing their homework. Similarly, in the Thai context, Udomkits (2003)
study showed that the majority of military students were anxious when speaking in a formal classroom
setting, felt scared of being the focus of attention, and thought they would lose face if they answered
incorrectly. These students tended to avoid participating in class because they were aware of the
inadequacy of their language ability and tried to maintain their self-image.
Language anxiety troubles not only general language students but also critically troubles the
language teaching performance of student teachers (Kunt & Tum, 2010; Tum, 2012). Kunt and Tum (2010)
report that the non-native student teachers participating in their study experienced the negative effects of
foreign language anxiety in their teaching performance. Similarly, Tum (2012) reveals that the majority of
student teachers were found to be highly anxious in using English. Such feelings of unease and
inadequacy in the target language created negative effects on student teachers use of language,
pedagogical performance, and overall emotional state (Tum, 2012).
Language Anxiety
Anxiety is a problem that affects students language learning and causes negative effects by
damaging students ability to perform successfully in a foreign language class (Horwitz, Horwitz, & Cope,
1986; MacIntyre, 1998). Between 2004 and 2012, research on language anxiety received considerable
attention. For example, there are investigations on language anxiety levels (Agbalizu, 2007; Tanveer, 2007;
Liu & Zhang, 2008; Tum, 2012; Wong, 2012; Tasee, 2009), and the studies on the relationship between
language anxiety and student ability (Chan & Wu, 2004; Park & Lee, 2005; Stephenson, 2006; Toth, 2012;
Zare & Riasati, 2012).
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Previous studies have shown varying results: in some, language students experienced high levels
of language anxiety (Agbalizu, 2007; Tanveer, 2007; Liu & Zhang, 2008; Tum, 2012); in others, they
experienced moderate levels (Tasee, 2009); and in others, low levels (Wong, 2012). Agbalizu (2007)
interviewed 20 students from the United Arab Emirates and found that the Arts students experienced a
high level of anxiety. Tanveer (2007) reported most language learners at the University of Glasgow
showed high levels of language anxiety. Liu and Zhang (2008) found that the majority of Chinese EFL
learners were anxious in speaking English and taking English tests as they feared being negatively
evaluated. Lastly, Tum (2012) reported that the majority of 126 non-native education majors from
Northern Cyprus were found to be highly anxious in using English. In contrast, a moderate degree of
language anxiety was found in 963 Rajabhat University students in Tasees (2009) study. The findings also
show that a fear of negative evaluation was the main cause of language anxiety while speaking English in
class was the greatest concern among anxious students at the University of Texas (Horwitz, Horwitz, &
Cope, 1986). Last of all, Wong (2012) found that only 15% of 60 non-native pre-service teachers
experienced high levels of anxiety in English.
Some researchers have explored the negative correlation between language anxiety and
students proficiency (Chan & Wu, 2004; Park & Lee, 2005; Stephenson, 2006; Toth, 2012; Zare & Riasati,
2012). Chan and Wu (2004) reported that learners experiencing higher anxiety had lower English
achievement. Park and Lee (2005) found that the more highly anxious Korean students had lower oral
scores than did less anxious learners. Likewise, Stephenson (2006) reported Spanish university students
who were highly anxious received lower oral test grades than those who had moderate or low levels of
anxiety. Toth (2012) also reported that students who had high levels of language anxiety performed more
poorly on formal oral exams. Zare and Riasati (2012) found that Iranian EFL learners who were in higher
academic levels had decreased levels of anxiety. These studies concluded that learners with lower
language proficiency experienced higher levels of language anxiety.
Though many previous studies have centered on students language anxiety, yet few have paid
attention to the foreign language anxiety of education majors. The present study, thus, is an attempt to
determine the level of existence of language anxiety in non-native education majors with varying levels of
academic achievement. This study is expected to provide information on education majors level of
language anxiety found in language classrooms.

Research Objectives
1. To identify the level of language anxiety among high and low achieving Thai EFL education majors.
2. To examine any significant differences in language anxiety levels in high and low achieving Thai EFL
education majors.

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Methodology
The section describes the population, research instruments, and statistical devices used for data
analysis.
1. Population
The total population consisted of 309 fourth-year-education majors. They were studying in the
English major program in the Faculties of Education in four Rajabhat Universities during the first semester
of the academic year 2013. Simple random sampling was employed. Krejcie and Morgans (1970) table for
sample size and Fans (1952) high-low-27-percent group method were also used to choose the sample.
The sample was divided into two groupshigh and low academic achieversby using participants grade
point averages (GPA). However, to increase reliability, the percentage for the two groups was increased
from 27% to 30%. Thus, 186 education majors were selected.
2. Research Instruments
The self-report FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire was used as a
research instrument. The questionnaire consisted of two parts: 1) background information; and 2) the
FLCAS developed by Horwitz, Horwitz, and Cope (1986). The FLCAS is a valid and reliable instrument. The
construct validity of the scale was determined by Spielberger (1983); and the correlation between the
FLCAS and the Trait scale of the State-Trait Anxiety Inventory is r = .29, p = .002 (Horwitz, Horwitz, &
Cope, 1986). The internal reliability achieved a Cronbachs alpha coefficient of 0.93 with all items
producing significant corrected item-total scale correlations, and test-retest reliability is r = 0.83, p = .001)
(Horwitz, Horwitz, & Cope, 1986). The Thai version of FLCAS used in this study was also tested for validity
and reliability. The reliability of the questionnaire as determined by Cronbachs alpha is 0.88.
3. Data analysis
The statistical devices used for quantitative data analysis were percentage, mean, standard
deviation, and the independent t-test. Descriptive statistics were used to identify the central tendency for
language anxiety experienced by high and low achieving education majors; whereas, inferential statistics
were used to compare the levels of language anxiety of the high and low achieving groups.

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Results
The results from this data analysis are presented to answer the two research questions.
1. What is the level of language anxiety among high and low achieving Thai EFL education majors?
Table 1: Language Anxiety Levels of High and Low Achieving Education Majors
Language Anxiety

High & Low

M SD Alpha

Language Anxiety 3.24 0.38 0.881

- Communication Apprehension 3.31 0.41 0.859
- Test Anxiety 3.19 0.41 0.859
- Fear of Negative Evaluation 3.22 0.55 0.857
n = 186

The 186 Thai EFL education majors in both the high and low achieving groups experienced high
levels of anxiety in language learning in the classroom. Communication apprehension was the strongest
anxiety in education majors. Fear of negative evaluation ranked second, while test anxiety was the least
influential cause of language anxiety among these education majors. However, every type of language
anxiety had a high mean value.
2. Is there any significant difference in language anxiety levels between high and low achieving Thai EFL
education majors?
Table 2: Comparison between high and low achieving education majors
Language Anxiety
Language Anxiety
- Communication Apprehension
- Test Anxiety
- Fear of Negative Evaluation

High
M
3.22
3.32
3.16
3.17

SD
0.41
0.43
0.44
0.58

n = 93

Low
M
3.27
3.30
3.24
3.29
n = 93

SD
0.33
0.38
0.35
0.49

Independent t-test
t
df
p
-0.765 167
0.446
0.303 178
0.762
-1.334 180
0.184
-1.544 174
0.124
n = 186

A statistically significant difference in language anxiety levels between high and low achieving
education majors was not found. However, the education majors in the low achieving group reported a
higher degree of language anxiety than the high achieving education majors. A comparison of the two
groups based on language anxiety types shows that, although there was still no statistically significant
difference, high and low achieving education majors experienced communication apprehension, test
anxiety, and fear of negative evaluation to different degrees. The high achieving students were more
slightly anxious in speaking English than the education majors in the lower group. On the other hand, the

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low achieving education majors were more anxious taking English tests and had a greater fear of being
negatively evaluated than those in the higher group.

Discussion
1. Levels of Language Anxiety among High and Low Achieving Education Majors
Both high and low achieving education majors were highly anxious about language learning in the
classroom. The education majors were most anxious in communicating in English, feared that their
language performance would be negatively evaluated, and had apprehension about taking English tests,
in that order. Communication apprehension was the main cause of language anxiety among education
majors. The present results parallel those of previous studies which found that participants experienced
high levels of language anxiety (Agbalizu, 2007; Tanveer, 2007; Liu & Zhang, 2008; Tum, 2012). However,
these results contrast with those of Tasee (2009) and Wong (2012), who found moderate or low degrees
of language anxiety. In addition, the findings of the present study correspond with those of Liu and Zhang
(2008); that is, the majority of Chinese EFL learners were anxious about speaking English and taking English
tests as they feared being negatively evaluated. The education majors experienced high levels of
language anxiety; this may be because they were training to be English teachers and needed to be highly
competent in transmitting knowledge about English. Therefore, the burdens of their future profession may
create stress about achieving language proficiency. The worry about actual language abilities may cause
these education majors language anxiety.
The results of the present study support those of Horwitz, Horwitz, and Cope (1986), who
reported that speaking English in class was the biggest concern among anxious students at the University
of Texas. On the other hand, the results of the present study do not match those of Tasee (2009), who
found that fear of negative evaluation was the main cause of language anxiety among 963 Rajabhat
University students. The reason underlying this result may be Thai education majors may not be
confident in communicating in a target language they do not master. Specifically, they are afraid of being
monitored by others and evaluated negatively since the fear of negative evaluation is reported as the
second most influential cause of language anxiety.
2. Comparison High and Low Achieving Education Majors Language Anxiety Levels
In comparison, the low achieving students were more anxious than those in the higher group, but
the difference did not achieve statistical significance. This result is in partial accord with those of some
previous studies which reported the negative relationship between language anxiety and students
language performance (Chan & Wu, 2004; Park & Lee, 2005; Stephenson, 2006; Toth, 2012; Zare & Riasati,
2012). In a comparison based on the types of language anxiety reported by the two groups, the low
achieving education majors were more anxious about taking English tests and fearing being evaluated
negatively than were those in the higher group. The reason for this result may be that the low achieving
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education majors may perceive the inadequacy of their language abilities, so they express greater concern
about language test performance and evaluation than the high achieving education majors do.

Recommendations
Because of limitations imposed by time and budget, the present research used only quantitative
methods to investigate education majors degree of language anxiety. In future studies, the qualitative
method should be included in order to have in-depth data such as factors causing anxiety, and possible
solutions to eliminate education majors anxiety about language learning. The present investigation
indicates the existence of language anxiety and reflects the lack of successful English learning and
teaching in Thai teacher education programs. Educational administrators should help anxious education
majors cope with their negative emotions before starting their future teaching profession in order to
reduce the negative impacts of language anxiety.

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