Speaking Under Pressure: A Phenomenological Study of English Language Anxiety and Oral Participation among Senior High School Learners in Taiwan

Abstract

Anxiety for English language, which is predominant to students' reluctance in speaking in EFL and bilingual classrooms, is still an important concern. The focus of this research was to explore how the English language anxiety affects the willingness and ability of 12 senior high school students, who were attending in a bilingual high school called Shiuh-Kuang Senior High School in Taiwan, to speak in class. Using descriptive phenomenological approach, a wide variety of data sources were used such as some semi-structured face to face interviews, observation notes taken during the classes and researcher's reflective journal. The data was transcribed, translated (where necessary), coded and analysed thematically utilising Moustakas' phenomenological procedures. Results revealed that English language anxiety was emotional, cognitive, physical and social. Students indicated that they felt nervous, afraid, embarrassed, self-conscious, couldn't form words, shaky, low in voice and stammering and hesitating. The events that are generally related to anxiety were found to be speaking in front of the class, being questioned by the teacher from out of the blue, being noticed by others, having not the correct words and phrases, having contact with students from other nationalities and being evaluated by the teacher. Common student responses were silence, lack of eye contact, limited answers or relying on scripts or slides, and only being able to engage in discussions with the help of other students, teachers or during classroom activities. The feedback from the teacher, the feedback from the peers, the group activity, the prize/penalty mechanism, the error correction and the norm of participation in classroom discourse could be a factor to decide either increasing or decreasing anxiety of the students' comfort level in speaking. Learners experienced a range of coping strategies for the learners including preparation, rehearsal, memorisation, emotion, peer support, teacher/or academic support, technology support and in some cases avoidance. As a result of this study, the following framework of anxiety-sensitive oral participation (ASOP) was created: (1) Anxiety Awareness, (2) Supported Preparation, (3) Safe Classroom Interaction, (4) Constructive Error Treatment, and an implemented (5) Self-Regulated Oral Participation. This research highlights the importance of classroom experiences that repeatedly expose students to authentic experiences to speak and which are emotionally safe, socially supportive and pedagogically guided.