Investigating Hospitality Students’ Level of Anxiety in English Class and Oral Exam Performance
DOI : 10.24903/sj.v4i1.283
This study reports on a correlation analysis between the level of foreign language anxiety (FLA) of hotel business students and their oral exam performance. The participants of this study were 103 first-year hotel business students of a private university in Jakarta, Indonesia. Using Foreign Language Class Anxiety Scale (FLCAS) questionnaire, it was found that most business students (45%) have medium anxiety. It was also found that fear of negative evaluation is the main source of the anxiety among students. A two-tailed t-test analysis shows no statistical difference between male and female students in 90% of the questionnaire items. A Spearman-rank correlation coefficient analysis shows a significant negative moderate relationship between students’ oral exam performance with FLCAS results
FLCAS; foreign language learning, anxiety; hospitality; English for Specific Purposes
- Aeni, N., Jabu, B., Rahman, M. A., & Strid, J. E. (2017). English oral communication apprehension in students of Indonesian Maritime. International Journal of English Linguistics, 7(4), 158. https://doi.org/10.5539/ijel.v7n4p158
- Amengual-pizarro, M. (2018). Foreign language classroom anxiety among English for Specific Purposes (ESP) students. International Journal of English Studies, 18(2), 145–159. https://doi.org/10.6018/ijes/2018/2/323311
- Aydin, S. (2008). An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners. Asian EFL Journal, 421–444.
- Aydin, S. (2009). Test Anxiety among Foreign Language Learners: A Review of Literature. Journal of Language and Linguistic Studies, 5(1), 127–137.
- Bury, J., & Oka, T. (2017). Undergraduate students’ perceptions of the importance of English in the tourism and hospitality industry. Journal of Teaching in Travel and Tourism, 17(3), 173–188. https://doi.org/10.1080/15313220.2017.1331781
- Cakici, D. (2016). The correlation among EFL learners’ test anxiety, Foreign Language Anxiety and language achievement. English Language Teaching, 9(8), 190. https://doi.org/10.5539/elt.v9n8p190
- Chen, Shuiling. (2018). An empirical study of scaffolding instruction in ESP teaching. The Asian ESP Journal, 14(4), 120-137.
- Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: a replication of Philip’s MLJ study. Modern Language Journal, 96(ii), 170–189. https://doi.org/10.1111/j.1540-4781.2011.01174.x
- Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition, Language Learning, 27(1), 93–107.
- Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301–316. https://doi.org/10.1016/j.system.2006.04.004
- Panayides, P., & Walker, M. J (2013). Evaluating the psychometric properties of the Foreign Language Classroom Anxiety Scale for Cypriot senior high school EFL students: The Rasch Measurement Approach. Europe’s Journal of Psychology, 9(3), 493–516. https://doi.org/10.5964/ejop.v9i3.611
- Park, G. P & French, B. F. (2013). Gender differences in the Foreign Language Classroom Anxiety Scale. System, 41(2), 462-471. https://doi:10.1016/j.system.2013.04.001
- Phillips, E. M. (1992). The effects of language Anxiety on Students’ Oral Test Performance and Attitudes. Modern Language Journal, 76(i), 14–26.
- Poupore, Glen. (2013). The influence of L2 motivation and L2 anxiety on adult learners’ socio-affective conditions and language production during communicative tasks. Asian EFL Journal, 15(2), 93-128.
- Said, Mawardin M., & Weda, Sukardi. (2018). English language anxiety and its impacts on students’ oral communication among Indonesian students: a case study at Tadulako University and Universitas Negeri Makassar. TESOL International Journal, 13(3), 21-30.
- Sayuri. (2016). English speaking problems of EFL learners of Mulawarman University. Indonesian Journal of EFL and Linguistics, 1(1), 47–61. https://doi.org/http://dx.doi.org/10.21462/ijefll.v1i1.4
- Spielman, G., & Radnofsky, M. L. (2001). Learning Language Under Tension: A New Direction for Qualitative Study. The Modern Language Journal, 85(2), 259–278.
- Teimori, Y., Goetze, J., & Plonsky, L. (2018). Second language anxiety and achievement: a meta-analysis. Studies in Second Language Acquisition, 0(January), 1–25. https://doi.org/10.1017/S0272263118000311
- Tesone, D. V, & Ricci, P. (2008). Journal of Human Resources in Hospitality & Tourism Job Competency Expectations for Hospitality and Tourism Employees, (September 2012), 37–41.
- Walker, M. J., & Panayides, P. (2014). Rasch measurement in language research: Creating the foreign language classroom anxiety inventory. Europe’s Journal of Psychology, 10(4), 613–636. https://doi.org/10.5964/ejop.v10i4.782
- 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(13), 1–19. https://doi.org/10.1186/s40468-018-0065-4
- Ministry of Tourism, Republic of Indonesia. (2013). Peraturan Menteri Pariwisata dan Ekonomi Kreatif No. 53 Tahun 2013. Retrieved from http://www.kemenpar.go.id/post/peraturan-menteri-pariwisata-dan-ekonomi-kreatif-no-53-tahun-2013
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.