Essay Samples on Anxiety Among Arab Palestinian Students in During Their English Language-Speaking Classes

CHAPTER ONE: Introduction

Chapter Introduction

The first chapter of this paper focuses on the preliminary aspects of the study. The section will address the concepts that underpin the background of the study topic. Through this chapter, the problem under investigation will be addressed to present the foundation of the analysis and discussion that will dominate the entire paper. In this chapter, the justification of the study will also be carried to ascertain why this investigation was a viable choice. Additionally, this first section of the research report will highlight the research questions that informed the processes, procedures, and activities associated with this publication.

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Background of the Study

Students learning a different language face significant challenges as they undertake and participate in various activities to perfect their skills and knowledge (Ok, 2013). Foreign language learners occasionally come across encounters that facilitate the development of tension and worries (Woodrow, 2006). When learning a new language, students participate in different tasks as the development of speech, listening to comprehension, reading of assorted texts, and writing of compositions. Throughout the journey, learners are confronted with difficulties when undertaking these activities. Learners who face challenges while learning a new language are at a high risk of performance-related problems of contraindications that are contrary to the anticipated objectives. Student differences in terms of background, exposure, and experience directly or indirectly define the challenges that learners face in their classroom environment (Muhaisen & Al-Haq, 2012). Anxiety is one of the differences that is exhibited among learners and affect the quality of their experiences during learning. A student who experiences anxiety when learning a foreign language is also associated with poor learning encounters. In this case, there is a general tendency of negative learning outcomes among students with anxiety (Mahmoodzadeh, 2012; Tseng, 2012). At the same time, anxiety as a student difference factor, impact the process of achieving effective foreign language learning especially when individualized activities such as speaking are involved. In some cases, learners have openly expressed their displeasure and frustrations when learning a foreign language.

It is essential to highlight that teachers have equally acknowledged that anxiety is a common encounter in foreign language learning. This explains why the concept of Foreign Language Anxiety (FLA) came into existence. FLA affects the perception of students by permitting the escalation of negativity (Wu, 2010; Woodrow, 2006). As an emotional factor, anxiety that originates from learning a foreign language also paves the way for other negative feelings. Fear has prevented a significant number of students from benefiting from different activities in a foreign language class. Additionally, uncertainty episodes are also part of the adverse feelings that is common among students learning any foreign language (Yahya, 2013). Although the issue of the learning environment has not been extensively mentioned, it is also another aspect that is closely linked with the anxiety depicted by foreign language learners (Hajizadeh, 2013; Mak, 2011). Attention has been brought on the need for further assessment of the concept of foreign language anxiety especially in listening and speaking to understand the dimensions associated with this type of tension. Moreover, based on the negative impacts of anxiety in foreign language learning, it is important to understand the sources of such emotions and how they could be prevented to enhance learners' experiences (Mahmoodzadeh, 2012).

Definition of Key Terms

Anxiety is an emotional feeling that is commonly associated with extreme or episodic tension. It is considered as a series of adverse feelings about a particular situation, which is coupled with intense, continuous, or excessive worry and fear. Anxiety could be accompanied by other physiological manifestations build around the exhibited tension (Piray et al., 2019).

Anxiety sources incorporate the triggers and causes of the tension that accompany anxiety feelings. These sources or triggers could be instantaneous or have built up over an extended period due to exposure to specific experiences. When taking a test or speaking before people, the emotional tension is considered normal. However, extreme feelings could be regarded as alarming (Piray et al., 2019).

Speaking classes are a series of lessons characterized by systematic frameworks of targeted activities. The objective of a speaking class is to enhance the learners' ability to master the skill of speaking and presentation in line with the selected language (Richards & Rodgers, 2014). At the end of the classes, it is expected that the learners will be in a position to speak to any type of audience whether they are prepared or in impromptu.

Foreign language is a different language from the speaker's and comes from another setting, country, or region. One could learn a foreign language by undertaking learning sessions (Richards & Rodgers, 2014). People who decide to learn or study how to speak and use a foreign language are called foreign language speakers.

Problem Statement

While scanning different databases, the researcher realized that studies that focus on foreign language anxiety in English Language speaking classes for Palestinian students in Israel are minimal. Three major dimensions characterize the assessment of anxiety in foreign language learning. First, scholarly works have attempted to determine anxiety levels among learners based on the narration of their experiences (Wu, 2010). Learner's perception is another element that has featured in a significant number of studies from the assessment of self-reflection. The third aspect is the sources of anxiety among members of this population. The studies that have focused on the qualitative and quantitative analysis of the anxiety sources in English Language speaking classes for Palestinian students in Israel have not presented these three dimensions as a measure to inform teaching and learning practice in foreign language classes limited to these learners (Hajizadeh, 2013).

Based on the position and concepts of existing literature, there is a lack of comprehensive recommendations that could be adopted to encourage a shift in methodology as well as conceptions for Palestinian students learning a foreign language in Israel. The absence of direct analysis, poor methods of analysis, and non-progressive assessment have impacted the lack of concrete evidence in foreign language analysis (Hajizadeh, 2013). Scholars have faced the challenge of the inability to fully implement inclusive exploration of the sources of anxiety because of the inaccessibility of raw and multidimensional responses from learners (Hajizadeh, 2013). In this case, the available evidence is limited in terms of reliability and extension of the application in different groups of learners from varied backgrounds. Additionally, Howrwitz (2008) opened the way for further understanding of the existing discourses when evaluating anxiety sources in foreign language speaking and listening classes. In this analysis, the scholar recommended a focused and population-centered analysis to inform the effective implementation of methodology shifts in teaching and learning. Classroom experiences, as well as the background of learners, vary significantly, which implies that efficacious recommendations are those founded on evidence relating to that specific group (Hajizadeh, 2013). In this case, there is a need for further scholarly analysis and evaluation of the anxiety experiences of Palestinian students in Israel undertaking a foreign language.

Justification of the Problem

The process of learning a foreign language incorporates procedures, processes, and activities. Scholars have been keen to capture the shifts in learning phenomena based on instructors' and learners' experiences and outcomes (Wu, 2010).