TÌM HIỂU TÂM LÝ LO LẮNG KHI NÓI TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC CÔNG LẬP VIỆT NAM

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Tác giả: Khanh Hồ Đình Phương, Trương Thị Như Ngọc

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.105-125

Bộ sưu tập: Metadata

ID: 337487

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Bài nghiên cứu này khảo sát tâm lý lo lắng khi nói tiếng Anh của sinh viên năm thứ nhất không chuyên ngữ tại Việt Nam. 297 sinh viên năm thứ nhất không chuyên tiếng Anh tại một trường đại học công lập ở Việt Nam đã tham gia trả lời Bảng Khảo sát tâm lý lo lắng khi nói tiếng Anh. Kết quả cho thấy người tham gia khảo sát có tâm lý lo lắng khi nói tiếng Anh ở mức trung bình, trong đó nữ có mức độ lo lắng cao hơn nam. Để hiểu rõ hơn về nguyên nhân gây ra tâm lý lo lắng khi nói tiếng Anh, các tình huống dẫn tới lo lắng và các chiến lược sinh viên sử dụng để ứng phó với sự lo lắng này, dữ liệu định tính cũng đã được thu thập. 24 sinh viên trong tổng số người tham gia làm khảo sát đã được lựa chọn ngẫu nhiên và được phân vào năm nhóm phỏng vấn tập trung để trả lời các câu hỏi phỏng vấn. Kết quả cho thấy sinh viên cảm thấy lo lắng hơn khi phải trả lời câu hỏi của giáo viên trong lớp, trong khi thi nói và thuyết trình so với khi nói theo cặp và theo nhóm. Ngoài ra, sinh viên cho rằng sự lo lắng gây ra bởi khả năng nói tiếng Anh, bản chất câu hỏi của giáo viên, tâm lý sợ bị đánh giá, sợ mất mặt và sợ bị điểm thấp. Để ứng phó với sự lo lắng này, sinh viên cho biết họ sử dụng các chiến lược nhận thức xã hội. Bài nghiên cứu cung cấp thông tin hữu ích giúp giảng viên môn tiếng Anh hiểu được bản chất tâm lý lo lắng khi nói tiếng Anh của sinh viên và giúp sinh viên ứng phó với sự lo lắng này.The study investigates Vietnamese non-English-majored freshmen's speaking anxiety. 297 non-English-majored freshmen enrolled at a public university in Vietnam answered the Questionnaire of Speaking Anxiety. The results show that participants had a moderate level of English-speaking anxiety, with female students having a higher level of speaking anxiety than male students. To provide insights into sources of speaking anxiety, anxiety-provoking situations and strategies that students use to cope with speaking anxiety, follow-up qualitative data was collected. 24 students from the pool of participants were conveniently recruited and randomly assigned to five focus groups, who answered the semi-structured interview questions. The findings show that students experience a higher level of speaking anxiety when they are called to answer questions by their teacher in class and during a speaking test, and to make an oral presentation than when they perform a role-play in front of the class and work in groups. Besides, students attributed their speaking anxiety to their English-speaking abilities, the nature of teachers' questions, fear of losing face and being judged, and fear of receiving low scores. To cope with speaking anxiety, students reported using social and cognitive strategies. The study provides helpful information for English lecturers to understand the nature of students' speaking anxiety and help students tackle speaking anxiety.

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