Despite the decades-long integration of EFL in the Thai education system, Thai EFL students in general still perceive the English language as very difficult to be learned and thus, respond negatively to acquiring the language. With their Foreign Language Anxiety (FLA) they carry to their EFL classes certain notions rooted in past and current experiences, and such beliefs can be influential on their present study and expectation of future performance.Employing a mixed method approach, the study identified the factors that 2nd year Thai EFL learners at Ubon Ratchathani University associate with their FLA; the Thai-translated Foreign Language Classroom Anxiety Scale (FLCAS) survey was administered and a semi-structured interview was conducted. Overall, the paper explored the students’ perceptions of their language anxiety and how it affects their classroom performance.
Mairenallen Joy Basilio, Ubon Ratchathani University, Thailand
Chalermchai Wongrak, Ubon Ratchathani University, Thailand
Stream: Languages education and applied linguistics (ESL/TESL/TEFL)
This paper is part of the ACEID2017 Conference Proceedings (View)
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