1. 1

2. Contents
Introduction
Literature Review
Methodology
2

3. Introduction
Anxiety is the subjective feeling of stress,
apprehension, tension, and nervousness
associated with an arousal of the
autonomic nervous system.
(Horwitz & Cope, 1986)
3

4. Introduction
Speaking in the foreign language as students’ most
anxiety producing experience.
(Cheng, Horowitz, & Schalert, 1999; Young,1990)
4

5. Introduction
There is a negative correlation between speaking
anxiety and oral performance.
(Tóth, 2006; Woodrow, 2006; Yang, 2010)
5

6. Introduction
E-portfolio
- provides a structured context for students and
teachers so as to present text, audio, video in a fluid
Not existing or happening at
form which can be easily processed same timeintegrates
the and it
synchronous and asynchronous communication
functions Happening or existing at
the same time
(Abrami & Barrett, 2005)
6

7. Literature Review
The students with high oral proficiency level felt
less anxious than the ones with lower oral
proficiency level in speaking English.
(Liu, 2006, 2007; Sato, 2003; Tóth, 2006)
7

8. Research Gap
ESL
8

9. Research Gap
General English class
9

10. Literature Review
Learners who with less confidence and practices
tended to be more anxious while they need to speak
in a foreign language or the target language.
(Boonkit, 2010; Lee, 2009; Dogruer, Menevis, & Eyyam, 2010)
10

11. Literature Review
E-portfolio is linked to students’ ability to
self-regulated learning and to enhance their
meaningful learning of important educational skills
and abilities.
(Abrami & Sclater, 2006)
11

12. Research Gap
Study of the relationship between English speaking
anxiety and e-portfolio implementing is scarce.
12

13. Purposes of the Study
- to investigate how the college students experience
anxiety in an English oral training class
- to examine whether the implementation of an e-portfolio
has any effect on speaking anxiety
- to explore if there is a relationship between speaking
anxiety and the students at different proficiency levels
13

14. Research Questions
1. To what extent do the college students experience
speaking anxiety?
2. How do the college freshmen experience
speaking anxiety at different oral proficiency levels?
1414

15. Research Questions
3. In which English speaking activity do the students feel
most anxious?
4. Is there any change in student speaking anxiety after
implementing an E-portfolio?
15

16. Methodology
• Approximate 55 first • Chaoyang University
year English-major of Technology
students
Participants Location
• Descriptive Statistics • English Speaking
• T-test Anxiety (FLCAS)
• Pearson r correlation • Questionnaire
• E-portfolio
Statistical
analysis Instruments
16

17. Foreign Language
Classroom Anxiety Scale
(Horwitz et al., 1986)
17

18. English Speaking Anxiety
Questionnaire
ˇ
ˇ
18

19. Foreign Language
Classroom Anxiety Scale
1
2
4
3
19
5

20. Procedure
Pilot study Formal study Pre-test
• Approximate 55 • Approximate 55 • Time: Fall, 2011
first-year English- first-year English- • After first time
major students major students oral presentation
• Enroll in English • Enroll in English • English Speaking
oral training class oral training class Anxiety
• Time: Spring, Questionnaire
2011
• English Speaking
Anxiety
Questionnaire
20

21. Procedure
Treatment Assignments Post-test
• E-portfolio • Two oral • Time: Dec., 2011
• Self goal- presentations • After second
setting • Two self- time oral
• Peer recorded video presentation
evaluations clips • English Speaking
• Uploading • Two reflective Anxiety
assignments journals Questionnaire
• Four online peer • Interview
evaluations
21

22. 1. To what extent do the college students experience
speaking anxiety?
Descriptive
Statistics Analysis
2. How do the college students experience speaking
anxiety at different oral proficiency levels?
T-test
22

23. 3. In which English speaking activity do the students feel
most anxious?
Descriptive
Statistics Analysis
4. Is there any change in student English speaking
anxiety after implementing an E-portfolio?
T-test
23