Exploring factors that contribute to third-language performance anxiety in EMI contexts
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71324
comunitat-uji-handle3:10234/107304
comunitat-uji-handle4:
TFG-TFMMetadatos
Título
Exploring factors that contribute to third-language performance anxiety in EMI contextsAutoría
Tutor/Supervisor; Universidad.Departamento
Nightingale, Richard; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2019-06-11Editor
Universitat Jaume IResumen
In most cases, third language performance anxiety is influenced by individual factors.
Some of these factors include the level of willingness to communicate (WTC) from
speakers, their self-perceived competence in ... [+]
In most cases, third language performance anxiety is influenced by individual factors.
Some of these factors include the level of willingness to communicate (WTC) from
speakers, their self-perceived competence in English and their degree of multilingualism.
The aim of this paper is, on the one hand, to determine to what extent these factors
contribute to third language performance anxiety in English as a Medium of Instruction
contexts, and on the other, to show the difference in anxiety levels between two separate
groups of students. This study focuses on undergraduate students’ responses to a
three-part questionnaire about performance anxiety. The sample consists of forty-three
university students from the English Studies and Industrial Design and Product
Development Engineering bachelor’s degrees. The instrument is a questionnaire which
ascertains information regarding the participants’ self-perceived competence in English
and information regarding their emotions and feelings towards language performance
anxiety. To the best of our knowledge, this is one of the few articles comparing two
different groups that takes into consideration participants’ independent variables affecting
their anxiety. Results revealed that: 1) participants’ with a higher level of WTC are more
likely to feel less anxious when presenting orally in English; 2) Participants with a lower
self-perceived competence regarding language proficiency have a higher level of
performance anxiety; 3) Multilinguals feel less anxious in language performance than
monolinguals or bilinguals. However, one unexpected result was that English Studies
students’ awareness about language assessment appears to make them more anxious than
Engineering students. [-]
Palabras clave / Materias
Descripción
Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2018/2019
Tipo de documento
info:eu-repo/semantics/bachelorThesisDerechos de acceso
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- Grau en Estudis Anglesos [351]