- Exam-based edu. system & negative memories, to blame
- Insufficient oppos. for students at school level to improve speaking skills
- Mockery & criticism for mistakes in front of peers also have impact
The main reason for xenoglossophobia – the fear of speaking a second or foreign language – is the exam oriented education system where insufficient opportunities are provided to students at the school level to improve their speaking skills. Negative memories associated with school times, where they were mocked and criticised for their mistakes in front of peers have also resulted in xenoglossophobia and anxiety in English language learning.
These findings and observations were made in an article on ‘Integrating socio-cultural theory and Bloom’s taxonomy to overcome xenoglossophobia and anxiety in English language speaking in Sri Lankan undergraduates’ which was authored by M.T.N. Wijetunge (attached to the Kotelawala Defence University's [KDU] Languages Department) and published in the KDU Journal of Multidisciplinary Studies' Sixth Volume's First Issue, this month.
English is, at present, considered a global language, and it is, as elaborated in A.K. Turnapang's ‘English language: Key to global access’, the key to knowledge, information, travel, trade, business, and technology. People learn it, at present, as a second or foreign language, identifying its benefits and usage. Thus, people have developed an intrinsic motivation to improve not only writing and reading skills in the English language but also their speaking and listening skills, W.M. Pushpananda's ‘Attitudes and motivation of undergraduates towards learning English as a second language’ pointed out. Recognising the importance of the language, M. Perera's ‘Coping with students’ heterogeneity in English language classrooms’ mentions that the Government has made it a point to teach English from Grade 3 onwards at Government schools.
However, even though students learn English for a decade starting from Grade 3 and till the General Certificate of Education Advanced Level (GCE A/L) Examination, they, as K.H. Gordon, A.U. Kuruppu and S.M. Kuruppu's ‘English language competency of post-A/L students in comparison with their GCE Ordinary Level (O/L) and A/L English Examination results’, possess traits of anxiety. This leads to xenoglossophobia with regard to English language speaking at the undergraduate level, when compared to other skills. The lack of motivation in participating in class based discussions, not taking part in English related activities, and deviating from the lessons and the teacher are a few of the aspects which display xenoglossophobia in undergraduates. This ultimately results in producing a graduate who is incompetent and anxiety driven when it comes to obtaining a suitable employment prospect in the present-day job market which is highly competitive and largely focused on English language competence, S. Ranasinghe's "Perceptions of university students on the role of English language proficiency in career choice and mobility" explained.
‘Xenoglossophobia’ is recognised as the scientific term used for foreign language anxiety and is described as a feeling of unease, worry, nervousness and apprehension experienced in learning or using a second or foreign language (the Macmillan and Urban Dictionaries). There are various reasons causing xenoglossophobia in learners. According to J.B. D'Souza, P. Sae-lee and A. Chanak's "The influence of culture, gender and academic achievement on foreign language anxiety", one of the main reasons for the xenoglossophobia in Sri Lankan undergraduates is the monoglot ideology where they disregard English, resulting from the effects of British colonisation when linguistic abuse was experienced by Sri Lankans by not being able to use their mother tongue.
Apart from this, H.F. Shiffman's ‘Xenoglossophobia: The fear of learning a second language’ pointed to the unsuccessful methods used in teaching a second or foreign language as a reason. Accordingly, using age-old techniques in teaching such as the grammar translation method, results in the lack of motivation in the learners. Pumping a large amount of grammar and vocabulary into a learner’s memory does not bring satisfactory results. Moreover, the three domains of the teacher, the material and the environment are, per G. Dislen, O. Ve, O. Ifadeleri and I. Motiivasyon's ‘The reasons for the lack of motivation from the students’ and teachers’ voices’ and A.I. Ranasinghe and D. Leisher's ‘The benefit of integrating technology into the classroom’, inter-connected and work together in developing the language competence of a student.
Accordingly, when the English language teacher is unable to arouse the motivation in the learners via diverse lessons, when they are not apt and skillful in delivering the lessons based on the students’ requirements and when the classrooms are not equipped with the modern technology and creativity, students tend to have increased anxiety in speaking. In addition, having mixed ability groups in the classroom also creates negative emotions in the weak students, paving the way for higher levels of shyness and embarrassment. A Spanish study suggests that the lack of awareness of the benefits of learning English is a key reason as to why students lack competence to communicate in the English language. It should be considered as a responsibility of the school teachers to enlighten about the benefits of learning English from the school level while providing ample opportunities to communicate in English via various techniques, S. Hettiarachchi's ‘English language teacher motivation in Sri Lankan public schools’ added. This may include, per M.T.N. Wijetunge's ‘Using communicative task based speaking activities to enhance English as a Second Language (ESL) speaking motivation in undergraduates’, communicative task-based, student-centred activities which are enjoyable for the students to follow, without making them feel more anxious and nervous in the classroom.
Nevertheless, as an Iranian study emphasised, one of the main reasons for speaking related anxiety is the competitive nature of the examination systems and focusing mostly on covering syllabuses focused on reading and writing by both students and teachers. In the Sri Lankan education system, this is considered as a more important aspect than acknowledging students about the benefit of learning English language in the long run, thus leaving the students inept and incompetent to speak the language.
The lessons designed in the instant study by Wijetunge focused on assisting ESL speakers to overcome xenoglossophobia and thus are based on the knowledge based objectives of Bloom’s taxonomy while integrating the socio-cultural theory. The main and specific objectives of the lesson plans in the current research are based on L.W. Anderson and D.R. Krathwohl's ‘A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives: Complete edition’, which focuses on enhancing the English speaking-related confidence of the students.
The lessons at the bottom two tiers of the six-tiered taxonomy deal with activities which focus on group work, while the mid two tiers are on pair-based work and the top two tiers are on individual tasks, focused at creating autonomous speakers. This allows the students to gradually come forward and improve their skills rather than fearing or shying away from the tasks.
This is similar to what L.S. Vygotsky and M. Cole's ‘Mind in society: Development of higher psychological processes’ stated as the socio-cultural theory. Accordingly, a child’s language development takes place in two ways. The first is through the social level where he/she socialises with and acquires the language, and then it is through the intra-psychological category where he/she internalises the language on his/her own and uses it as an autonomous speaker.
Accordingly, social interaction plays a primary role in enhancing cognition. After the basic and necessary foundation is laid at the first level through social interaction where the learner acts collaboratively, grasps the knowledge and understanding to move to the next level via group and pair based work, he/she is capable of acting independently and autonomously later. As a result, the learner becomes more focused with voluntary attention, logical memory, and the formation of concepts. All the higher functions originate as actual relationships between individuals. The lessons are designed to achieve this particular goal.
In addition, L. Aimin's ‘The study of second language acquisition under the socio-cultural theory’ stated that learners are thus responsible for their own learning environment and the environment continues to nurture and scaffold them further. Therefore, teachers are considered as the active constructors of this learning environment that encourages the learners to be motivated. Therefore, as a result of the guidance, a novice becomes an effective member of a community, S. Behroozizad, R. Nambiar and Z. Amir's ‘The emergence and development of language learning strategies through mediation in an English as a foreign language (EFL) learning context’ highlighted.
With this appropriate instruction and interaction, successful learning occurs as the control between the activities is shifted from the social to the individual level, R. Ellis and G.P. Barkhuizen's ‘Analysing learner language’ maintained. This stage of ameliorating the cognition of a learner from the average to the advanced level through assistance is defined as the zone of proximal development.
In line with the socio-cultural theory, all lessons are mainly based on task-based activities (TBAs) and contain pre-, during- and post-tasks, R. Ellis's ‘Task based language teaching’ noted. Using TBAs has proven to improve motivation and confidence in students. Accordingly, incorporating task related variety, authentic and entertaining tasks, and providing opportunities for students to learn as a team while focusing on student centred learning, assists in overcoming classroom-based anxiety.
Study
A sample of 32 Engineering undergraduates in the first year of the KDU was chosen based on the purposive sampling technique. They were exposed to a specific English speaking programme based on socio-cultural theory and Bloom’s taxonomy's knowledge-based objectives for a period of 15 weeks (one academic semester, 45 lecture hours).
Results
Based on the responses of the students, observations were made on the first and last day of the programme.
General observations made on the first day
The majority was nervous, less talkative, and hesitant to volunteer. They did not answer nor engage in discussions. They preferred working in groups. And only the ‘best' speakers volunteered to take part. They did not enjoy communicative TBAs: they did not take part, did not take up responsibilities nor engage in discussions. They feared stage performance, and were highly reluctant to use the microphones.
They did not know how to use body language: there were no facial expressions, no eye contact and they looked away when speaking, their hands were often in the pockets, clutched, folded or swinging, and the use of the stage was nil. They did not prefer constructive criticism by peers and felt embarrassed by teacher feedback.
They feared to discuss with the lecturers and did not volunteer in the classrooms when questions were asked. They did not involve themselves much in discussions. They were unwilling to attend class. They were nervous around toastmasters and English speakers, and hesitated to present in front of toastmasters. They had a poor level of language and an insufficient vocabulary. They were hesitant to come up as a leader. They did not want to take up the challenges until nominated.
The general observations made on the last day
The majority was motivated and confident to communicate and respond to questions. Chances were delegated. There were regular speakers in the table topics based sessions. The students preferred autonomous activities. They enjoyed communicative TBAs and teamwork, volunteered as leaders and engaged in discussions. They were confident on stage and moved, and there were no objections towards using the mikes. Their body language improved with effective facial expressions, hand and eye coordination and stage movement. They valued constructive criticism by peers, teachers and toastmasters. They responded positively. They used criticism to improve their communication. They became friendly and comfortable with the lecturers over time. They asked for clarifications and had discussions. They even informed when they were unable to attend class. They had questions after the sessions. They preferred the company of English speakers and performers, and wanted to be a part of toastmasters. They had both improved language and vocabulary. They voluntarily took up leadership roles and were motivated to select leaders for the forthcoming sessions. They came up with interesting topics and words for the day. They requested assistance when required.
Based on the responses of the students and teachers, the following was derived subsequent to the coding process as the most influential factors causing xenoglossophobia and classroom anxiety in the learners. These included: the impact of the socio-economic background and parents’ education on the English speaking ability of the sample; the teacher, the learning environment and the material; negative experiences during school times; unawareness of the benefits of learning English; the lack of exposure to the language; and the diverse reasons causing phobia, namely, vocabulary, pronunciation, grammar, the accent, the feeling of another being better, the feeling of being laughed at, the lack of motivation and confidence to communicate, the feeling of being humiliated in front of others for the negative criticism offered by teachers, the fear of being punished for mistakes, and being inferior in front of the opposite sex.
All students (100%) claimed that the uncomfortable feeling that they felt on the very first day, disappeared gradually when they participated in the programme. After the programme, they could easily engage in day-to-day conversations with outsiders and 80% stated that they had no problem conducting impromptu speeches to unknown audiences. All the students were comfortable in conducting prepared speeches. Many claimed that: “I don’t care about the mistakes anymore. Even if I make mistakes, I don't care. I’m not afraid that others would laugh at me. I have the confidence to say what I have to say”.
Marks obtained by the students were clustered according to the University Grants Commission marking criterion. Accordingly, it was visible that all students had scored below 45 marks at the pre-test while all had scored above 50% marks at the post-test. The mean value is higher in the post-test when compared to the pre-test. It was a significant difference.
Discussion
There were several main reasons for undergraduates to be anxiety driven with regard to English language speaking. One of the main reasons for this is the exam oriented nature of the local education system where recognition is provided by teachers solely on preparing the students to excel in the two most competitive Examinations, namely, the GCE O/L and the GCE A/L and the sole effort of the students is to excel in these two highly competitive Examinations. As a result, even on the home front, the parents influence the students to focus on passing the written papers (tests only reading and writing) which will ultimately be the only proof of language competence in gaining suitable employment. The majority of the students do not allocate sufficient time or seek opportunities to engage in improving speaking and listening skills. However, based on the socio-economic background of the students, their motivation related factors vary.
The teacher, the learning material and the environment have a high impact with regard to learner motivation. When the teachers are equally motivated in teaching, using entertaining and innovative methods to teach, building a close rapport with the students, and incorporating a variety of activities by creating a stress free learning environment in the classroom, it leads to better results. On the contrary, teacher favouritism and punishments result in less motivation and involvement.
Considering the mechanisms to improve confidence and motivation in students, lesson plans set according to the six tiers of Bloom’s taxonomy, are highly effective in enhancing the students’ autonomous learning and speaking skills. Exposing the students to impromptu and autonomous speaking, using a gradual technique, assists them to overcome the negative thoughts, anxiety and xenoglossophobia levels. When students are exposed to be involved in interactions with more skilled peers or individuals, they actively learn more, P. Notes's ‘Vygotsky’s socio-cultural theory of cognitive development’ maintained. Learning is enhanced through social interaction and culture.
Using TBAs while providing opportunities for student-centred learning also assists in improving the confidence to speak in the English language. Incorporating the three phases of TBAs encourages the learners to engage, learn and interact actively while enjoying the tasks. Thus, entertaining TBAs including the three phases with diverse activities is recognised as an effective technique to improve motivation and reduce xenoglossophobia.
Recommendations
The non-recognition of the benefits of learning to aptly communicate in the English language hinders opportunities for undergraduates to obtain a suitable job. Teachers have a huge responsibility to play in this regard.
The recommendations are three-fold. First, the Government should invest sufficient funds to improve the English language skills of all teachers and learners despite the socio-cultural-economic obstacles. Secondly, the educational implementing units should allocate trained teachers to teach in all parts of the country and proper incentives should be provided to teachers and learners for their hard work. In addition, the local syllabi should be changed regularly while focusing on the needs of students. Thirdly, it is recommended for the teachers at the school level to provide awareness to the learners on the benefits of speaking English. Exposing the students to more speaking opportunities in the classroom, creating a student centred learning environment with better opportunities to socialise, and engaging students more in group activities in order to mingle with colleagues and build connections, will pave the way for the learners to improve motivation and overcome xenoglossophobia. Incorporating TBAs based on Bloom’s taxonomy's knowledge based objectives, while giving special recognition to speaking in English, is recommended as a strategy to improve speaking related motivation and confidence in students.
Intrinsic motivation to study the English language should be inculcated into the minds of all Sri Lankan students. The employment related benefits and opportunities available for a language proficient graduate should be instilled in the students at a young age.