Vietnamese EFL Students’ Anxiety in Foreign Language Classrooms: Speaking, Listening, Reading, and Writing.
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| Title: | Vietnamese EFL Students’ Anxiety in Foreign Language Classrooms: Speaking, Listening, Reading, and Writing. |
|---|---|
| Authors: | Thach, Le S.1, Khau, Anh H.1 |
| Source: | Theory & Practice in Language Studies (TPLS). 2025, Vol. 15 Issue 4, p1245-1254. 10p. |
| Subject Terms: | *English as a foreign language, *Language policy, *Foreign students, *Listening comprehension, Vietnamese people, Emotional state |
| Abstract: | This study aims to investigate the perceived levels of anxiety experienced by Vietnamese EFL (English as a Foreign Language) students in speaking, listening, reading, and writing. An assessment of anxiety levels in each skill was conducted using a modified version of the Foreign Language Classroom Anxiety Scale and qualitative interviews with 180 students from a Vietnamese university. The results found that most students experienced a relatively higher level of anxiety in the writing session, and following it are the speaking and listening sessions, where most of them generated pretty high levels of anxiety, with students citing fear of negative evaluations, communication apprehensions, and inadequate preparation as the primary reasons. As opposed to these three language skill sessions, a more moderate level of anxiety was induced in the reading session. The study’s findings are consistent with the established theories, such as Krashen’s Affective Filter Hypothesis and Bandura’s Self-Efficacy Theory, highlighting the impacts of emotional states and self-beliefs on language learning performance. With these results, the study has proposed some implications for ameliorating language methodology using approaches to reduce students’ anxiety, including consideration of task preparation time, vocabulary support, and employment of small-group work environments. As a result of this study, students’ acquisition and performance of foreign languages could be significantly enhanced by addressing foreign language anxiety in a targeted manner. It is recommended that future research should focus on longitudinal studies to track anxiety changes over time and intervention-based research to reduce skill-specific anxiety. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184307323 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Vietnamese EFL Students’ Anxiety in Foreign Language Classrooms: Speaking, Listening, Reading, and Writing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thach%2C+Le+S%2E%22">Thach, Le S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Khau%2C+Anh+H%2E%22">Khau, Anh H.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+%26+Practice+in+Language+Studies+%28TPLS%29%22">Theory & Practice in Language Studies (TPLS)</searchLink>. 2025, Vol. 15 Issue 4, p1245-1254. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+policy%22">Language policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+students%22">Foreign students</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnamese+people%22">Vietnamese people</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+state%22">Emotional state</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study aims to investigate the perceived levels of anxiety experienced by Vietnamese EFL (English as a Foreign Language) students in speaking, listening, reading, and writing. An assessment of anxiety levels in each skill was conducted using a modified version of the Foreign Language Classroom Anxiety Scale and qualitative interviews with 180 students from a Vietnamese university. The results found that most students experienced a relatively higher level of anxiety in the writing session, and following it are the speaking and listening sessions, where most of them generated pretty high levels of anxiety, with students citing fear of negative evaluations, communication apprehensions, and inadequate preparation as the primary reasons. As opposed to these three language skill sessions, a more moderate level of anxiety was induced in the reading session. The study’s findings are consistent with the established theories, such as Krashen’s Affective Filter Hypothesis and Bandura’s Self-Efficacy Theory, highlighting the impacts of emotional states and self-beliefs on language learning performance. With these results, the study has proposed some implications for ameliorating language methodology using approaches to reduce students’ anxiety, including consideration of task preparation time, vocabulary support, and employment of small-group work environments. As a result of this study, students’ acquisition and performance of foreign languages could be significantly enhanced by addressing foreign language anxiety in a targeted manner. It is recommended that future research should focus on longitudinal studies to track anxiety changes over time and intervention-based research to reduce skill-specific anxiety. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/tpls.1504.23 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1245 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Language policy Type: general – SubjectFull: Foreign students Type: general – SubjectFull: Listening comprehension Type: general – SubjectFull: Vietnamese people Type: general – SubjectFull: Emotional state Type: general Titles: – TitleFull: Vietnamese EFL Students’ Anxiety in Foreign Language Classrooms: Speaking, Listening, Reading, and Writing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Thach, Le S. – PersonEntity: Name: NameFull: Khau, Anh H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17992591 Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Theory & Practice in Language Studies (TPLS) Type: main |
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