Lasting Effects of Foreign Language Anxiety with Adults Working in International Organizations

Autor/inn/en	Perrodin, David D.; Liangruenrom, Nucharapon; Chancharoen, Suriyaporn
Titel	Lasting Effects of Foreign Language Anxiety with Adults Working in International Organizations
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 63 (2022), S.254-278 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Second Language Learning; English (Second Language); Anxiety; Second Language Instruction; Secondary Education; Adults; Employees; International Organizations; Foreign Countries; Feedback (Response); Language Teachers; Language Proficiency; Psychological Patterns; Thailand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Angst; Fremdsprachenunterricht; Sekundarbereich; Employee; Arbeitnehmer; Beschäftigter; International organisation; International organisations; International organization; Internationale Organisation; Ausland; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz
Abstract	Foreign language anxiety (FLA), the pervasive feeling of mild to severe apprehension when faced with communicating in a foreign language, is universally quite common. The manifestation of FLA in Thailand, where English is taught as a foreign language in secondary schools, is no exception. By employing descriptive phenomenology, this study sought to corroborate the existence of FLA at some stage during Thai secondary EFL classes and discover if FLA continues to trouble Thai adults working in international organizations. The population of this study is 12 Thai adults who are working as office workers, management, and administrative staff in an international organization in Thailand. The participants shared accounts of experiencing negative or harsh feedback from Thai teachers and Thai classmates, doubting their English language proficiency, persistent fear of embarrassment when making mistakes in English, and a prolonged feeling of guilt from limited grammatical and vocabulary knowledge while in secondary EFL classes. In the end, all participants disclosed that FLA, which they corroborated began when they were students in secondary school, has continued to plague them in adulthood. The study recommends that to diminish FLA in Thai secondary EFL classrooms, education stakeholders must implement sound language policy changes, progressive educational development, and most importantly, sufficient teacher education and teacher support focused on producing qualified Thai teachers of English. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01