Lindy Woodrow

Anxiety and Speaking English as a Second Language

Second language anxiety has a debilitating effect on the oral performance of speakers of English as a second language. This article describes a research project concerning the conceptualization of second language speaking anxiety, the relationship between anxiety and second language performance, and the major reported causes of second language anxiety. The participants in this study were advanced English for academic purposes (EAP) students studying on intensive EAP courses immediately prior to entering Australian universities (N = 275). The second language speaking anxiety scale (SLSAS) was developed for the study. This instrument provided evidence for a dual conceptualization of anxiety reflecting both oral communication within and outside the language learning classroom. The scale was validated using confirmatory factor analysis. The analysis indicated second language speaking anxiety to be a significant predictor of oral achievement. Reported causes of anxiety were investigated through interviews. The results indicate that the most frequent source of anxiety was interacting with native speakers. Evidence for two types of anxious language learner emerged; retrieval interference and skills deficit. There was an indication from the study that English language learners from Confucian Heritage Cultures (CHCs), China, Korea and Japan were more anxious language learners than other ethnic groups.

It’s not only English: Effects of other individual factors on English language learning and academic learning of ESL international students in Australia

Geographic mobility and favourable educational policies have resulted in a rapid expansion in international education in recent decades. International education not only provides significant economic benefits and intellectual progression at the national level but also equips individuals with a good understanding of the educational, linguistic, social and cultural diversities that characterize our world. For international students, being successful academically and socially requires more than just a high level of English language proficiency. Personal factors such as motivation, self-efficacy, personal values and self-regulation are also significant factors in student success. This article addresses the importance of such personal factors, using a structural equation modelling approach that allows us to examine the complex relationship between personal factors, students’ English language proficiency and academic achievement. The participants were 341 English as a second language (ESL) international students who were attending the final semester of their Foundation Studies programme which prepared them for undergraduate entry at an Australian university. It was found that motivation, self-regulation, self-efficacy and English language proficiency were significant learner factors explaining not only English language learning but also academic achievement. The study suggests the need for language classroom teaching and university support that incorporates such personal factors with academic language content as a way to maximize students’ learning outcomes.

Developing a Problem-Based Course Based on Needs Analysis to Enhance English Reading Ability of Thai Undergraduate Students

■ This paper reports on a needs analysis underlying a proposed business English reading course using a problem-based learning approach designed to enhance English reading abilities of Thai undergraduate students. As part of a work in progress, the needs analysis survey was done prior to the course design with the major stakeholders in business and academic settings. The findings from the needs analysis were used to determine the courses learning objectives, content and the evaluation so that the needs of the students who are English for business communication majors of the School of Humanities, the University of the Thai Chamber of Commerce could be met. Based on this needs analysis, it is proposed that the problem-based business English reading course might be effectively designed as an ESP course to enhance English reading ability of Thai undergraduate students.

Motivation in Language Learning

This chapter provides an overview of theory and research in the area of language learning motivation. Theorizing into motivation has changed dramatically over the past three decades. The chapter provides a historical review of the development of theorizing in motivation from Gardner’s socio-educational model to Dornyei’s process model. The chapter provides a picture of current thinking and research in the area of motivation. It considers motivation and its relation to self-beliefs and affect. In particular there is a focus on the situated nature of L2 motivation and the role of classrooms and teachers in motivating L2 learners. The chapter focuses on English, as this is a universally taught language and a lingua franca in many communicative situations in the world. Because of this, many of the traditional tenets of L2 motivation are not relevant. The conceptual development of L2 motivation has been matched by a methodological change that reflects an epistemological shift in the area. The chapter will address how qualitative longitudinal research is making a contribution to this area.

Writing about Structural Equation Modelling

Chapter 10 addressed confirmatory factor analysis (CFA) which is a technique using structural equation modelling (SEM). Studies using SEM are becoming more common in applied linguistics as it is possible to test complex models using these techniques, also the software available to conduct SEM is becoming more user friendly. SEM is also known as causal modelling, although the notion of causality needs to be addressed very cautiously as a SEM model cannot prove cause and effect. It tests a model that is deemed acceptable, but this does not represent the only possible model. SEM is based on correlation and regression and uses these techniques to test theories. A visual hypothesised model is produced that reflects relationships between independent variables (IVs) and dependent variables (DVs). The model is then tested for ‘fit’ using statistical analyses. This chapter is about the most important requirements for writing about SEM. The chapter covers the following topics: Technical information Measurement and structural models Stages in SEM Fit indices and model fit for SEM models Examples Hypothesised model Steps in SEM Fit indices Model specification Model modification Model fit Path diagrams

Motivation and the Transition to University

This chapter focuses on the motivational profiles of English for academic purposes language learners in Australia. It has emerged from a research project that examined a wide range of issues concerning the academic performance of ‘foundation college’ students in Australia (Woodrow et al., 2011). The chapter focuses on motivation and how this changes over time for a cohort of international students during their foundation programme and through their first year of undergraduate university study. Information was collected using questionnaires and interviews on three occasions: at the beginning of their foundation course, after one semester of their undergraduate course and at the end of their first year.

Writing about Research Design

The focus of this chapter is on writing about research design. This includes identifying the variables of the study, the research approach, research questions and methods of collecting data. The research design of a project is very important. This is one of the primary concerns of a reader when evaluating a research text. In writing about quantitative research, there needs to be evidence and often justification of the design of the research project. This chapter includes the following sections: Technical information Research purpose Methods and methodology Research questions and hypotheses Variables Types of design Examples Purpose statement Writing about methodology Research questions Research design

Publishing Research: Journal Articles

The decision on whether and when to publish research is driven by a number of considerations. Undoubtedly publication is the mainstay of academia. It is the foundation of the academic community with many universities making publication a requirement of graduation. Get-ting an academic position or promotion at a university largely depends on research output that is measured by publication. Many emerging researchers start the route to publication by submitting book reviews to journals and reviewing articles for journals. Co-authoring a book chapter or article with a senior, more experienced colleague, is an excellent pathway. Becoming an expert writer for publication takes time, and new writers can learn from reviews of their work. Chapters 13 and 14 examine three types of writing for publication. In Chapter 13, journal article writing is considered, then in Chapter 14 book chapter writing and book writing are considered. Each chapter considers the choice of publisher and the steps needed to submit a document. The greatest consideration here is given to writing and publishing journal articles as this is the most common method of publishing academic research.

Publishing Research: Book Chapters and Books

Sometimes researchers decide to publish their work in a book chapter in an edited volume, or they may decide to write a monograph or another type of book. There are advantages and disadvantages in choosing to publish in book form. This section discusses the merits of publishing book chapters and books with a section on writing monographs based on PhD theses.

Writing about Regression

Regression is another widely used technique in applied linguistics research that focuses on the relationship between variables. It is common in experimental and quasi-experimental research projects. It is similar to ANOVA and correlation. Regression is used to predict scores on a dependent variable (DV) based on a score of one or more independent variables (IVs). Regression is used to answer questions that ask ‘Do(es) the independent variable(s) predict the dependent variable?’ This chapter looks at two types of regression: linear and multiple regression. Technical information Linear regression Multiple regression Hierarchical regression Stepwise regression Types of research question answered using regression Examples Location of reference to regression analysis Types of regression Regression in text and tables Hierarchical regression