This master's thesis explores two factors in foreign language learning: anxiety in English as a foreign language and willingness to communicate in English among first-year students at the Faculty of Education in Ljubljana across all study fields.
The thesis comprises a theoretical and empirical section. The theoretical part provides a brief overview of the individual factors of foreign language learning and the associated emotions. It also covers anxiety in general and specifically in the context of foreign language learning, as well as willingness to communicate in a foreign language. Furthermore, it describes the interrelation between these two factors and presents various strategies to reduce anxiety and enhance willingness to communicate in a foreign language.
The empirical part presents the findings of a survey conducted among first-year students during the 2022/23 academic year. The survey utilised the modified FLCAS (Foreign Language Classroom Anxiety Scale) to assess anxiety levels in English as a foreign language and the modified Weaver's Scale for Measuring the Willingness to Communicate in English as a Foreign Language to evaluate students' willingness to communicate. Both scales were translated into Slovenian for the study. The survey also investigated the correlation between anxiety, willingness to communicate, and individual performance in foreign language classes, as well as the influence of students' attitudes towards their English teacher on these factors.
The study revealed that most participants experienced low to significant anxiety, while over half exhibited high levels of willingness to communicate in English. Data analysis demonstrated a negative correlation between anxiety and willingness to communicate in English. Additionally, both anxiety and willingness to communicate were linked to individual achievement in English classes. Students with higher levels of anxiety had lower academic performance, while those with greater willingness to communicate had higher achievement. Furthermore, students with a more negative attitude towards their English teacher experienced higher anxiety and lower willingness to communicate in English.
This thesis represents one of the few studies in the country that addresses anxiety and willingness to communicate in English as a foreign language and their impact on individual achievement. Its insights into the current state of learners' anxiety and willingness to communicate can assist teachers, parents, and practitioners in creating a supportive learning environment. The work outlines various strategies to reduce anxiety and enhance willingness to communicate, ultimately promoting students' ability to use the foreign language in diverse situations, both inside and outside the classroom—highlighting one of the primary goals of foreign language teaching.
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