The Relationship between Perception of English In-class Activities and English Learning Anxiety among Junior High School Students

• Main Authors: Chih-Jan Chan, 陳慈珍
• Other Authors: Dr. Ya-Ling Wu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/74465343007130207577

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 99 === 【Abstract】 This study aimed to investigate subjects : (a) junior high school students’ perception for their English in-class activities；(b) the real situation of their English learning anxiety；and (c) the elements can predict English learning anxiety. The perception of in-class activity for this study is including the preference, frequency, efficacy and participation. Eight hundred and six junior high school students in twenty six classes of twelve junior high schools in Pingtung area were questioned through stratified random sampling. The data were collected from the questionnaire. Descriptive statistics, and t test, Pearson product-moment correlation and the multiple regression analysis were used in this study to analyze the data collected. The major findings for this study were as follow: (a) The perception of the in-class activities 1. Junior high school students perceive their in-class activities preferable. 2. Students rank the writing activity as the highest frequency in-class activity. 3. Students score the in-class activities efficacy high. 4. Students score the in-class participation high. (b) the real situation of English learning anxiety for the junior high school students . 1. Students don’t have high Englishh learning anxiety. 2. Students have high test anxiety and communication anxiety (c) Some background variables and perception of in-class activities can effectively predicted English learning anxiety. 1. Gender, time for extension-learning, and time for reviewing can effectively predict English learning anxiety. 2. The perception of preference and efficacy can effectively predicted English learning anxiety. According to the finding above, several implications were suggested for educational guidance. Moreover, recommendations for further studies were offered in this dissertation.