Fear of Negative Evaluation Factors from Ought-to L2 Self among Indonesian High School EFL Learners
DOI:
https://doi.org/10.32332/joelt.v10i1.4536Keywords:
anxiety, fear of negative evaluation (FNE), motivation, ought to L2 Self (OL2S), thematic analysisAbstract
The present study aims to investigate Indonesian high school English as Foreign Language (EFL) learners’ views on factors originating from Ought to L2 Self (OL2S), a second language (L2) motivation construct, affecting their Fear of Negative Evaluation (FNE), L2 anxiety construct. Six learner participants were involved in the study. It employed online semi-structured interviews to obtain the data. Through Thematic Analysis, the present study found three main findings. First, the desire to study abroad lessened the learners' FNE. Secondly, a realization of possible future negative impacts of not learning English and the obligation to avoid these impacts made the learners have less FNE. Third, their perceived obligation to have 'correct' English pronunciation instills higher FNE. Pedagogical implications include promoting study abroad aspiration among learners, introducing Global Englishes prioritizing intelligibility over attaining native speakers' ability and designing more activities mirroring future practical uses of English. Suggestive directions for future studies are also stated concerning the limitations and findings of the present study.
References
Allen, R. E. S., & Wiles, J. L. (2016). A rose by any other name: Participants choosing research pseudonyms. Qualitative Research in Psychology, 13(2), 149–165. https://doi.org/10.1080/14780887.2015.1133746
Alsowat, H. H. (2016). Foreign language anxiety in higher education: A practical framework for reducing FLA. European Scientific Journal (ESJ), 12(7), 193. https://doi.org/10.19044/esj.2016.v12n7p193
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1–24). Cambridge University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. The English Classroom, 20(1), 41–50.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications, Inc.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dornyei, Z. (2009). The L2 motivational self system. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters.
Galloway, N., & Numajiri, T. (2019). Global Englishes language teaching: Bottom‐up curriculum implementation. TESOL Quarterly, 54(1), 118–145.
Glory, K. M., & Subekti, A. S. (2021). Indonesian high school learners’ fear of negative evaluation and ought-to L2 self. Langkawi: Journal of The Association for Arabic and English, 7(2), 157–169.
Gray, D. E. (2014). Doing research in the real world (3rd ed.). Sage Publications, Ltd.
Heriansyah, H. (2012). Speaking problems faced by the English department students of Syiah Kuala University. Lingua Didaktika, 6(1), 37–44.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language anxiety. The Modern Language Journal, 70(2), 125–132.
Javid, C. Z. (2014). Measuring language anxiety in an EFL context. Journal of Education and Practice, 5(25), 180–193.
Kim, T. Y., & Kim, Y. K. (2016). The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educational Studies, 1–15. https://doi.org/10.1080/03055698.2016.1237866
Kormos, J., Kiddle, T., & Csizer, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495e516.
Lamb, M. (2012). A self system perspective of young adolescents’ motivation to learn English in urban and rural setting. Language Learning, 997–1023.
Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 8(3), 3351–3359.
Marton, E., & MacIntyre, P. D. (2022). L2 motivation among hearing learners of Finnish sign language. International Journal of Bilingual Education and Bilingualism, 25(3), 984–996. https://doi.org/10.1080/13670050.2020.1733928
Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, 3(1), 871–874. https://doi.org/10.31142/ijtsrd19061
Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58–67). Cambridge University Press.
Rosalina, V. (2014). The relationship between students’ motivation and their English learning achievement: A correlational study at the second grade of the SMAN 3 Tangsel. Syarif Hidayatullah State Islamic University.
Sato, T. (2014). The effects of study abroad on second language identities and language learning. Turkish Online Journal of Qualitative Inquiry, 5(3), 28–41.
Subekti, A. S. (2018a). Investigating the relationship between foreign language anxiety and oral performance of non-English major university students in Indonesia. Dinamika Ilmu, 18(1), 15–35.
Subekti, A. S. (2018b). L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners. Indonesian Journal of Applied Linguistics, 8(1), 57–67. https://doi.org/10.17509/ijal.v8i1.11465
Subekti, A. S. (2021). Indonesian L2 learners’ resilience and self-directed learning in online classes: A correlational study. JEELS (Journal of English Education and Linguistics Studies), 8(1), 27–47.
Trang, T. T. T. (2012). A review of Horwitz, Horwitz, and Cope’s theory of foreign language anxiety and the challenges to the theory. English Language Teaching, 5(1), 69–75.
Alsowat, H. H. (2016). Foreign language anxiety in higher education: A practical framework for reducing FLA. European Scientific Journal (ESJ), 12(7), 193. https://doi.org/10.19044/esj.2016.v12n7p193
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1–24). Cambridge University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. The English Classroom, 20(1), 41–50.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications, Inc.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dornyei, Z. (2009). The L2 motivational self system. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters.
Galloway, N., & Numajiri, T. (2019). Global Englishes language teaching: Bottom‐up curriculum implementation. TESOL Quarterly, 54(1), 118–145.
Glory, K. M., & Subekti, A. S. (2021). Indonesian high school learners’ fear of negative evaluation and ought-to L2 self. Langkawi: Journal of The Association for Arabic and English, 7(2), 157–169.
Gray, D. E. (2014). Doing research in the real world (3rd ed.). Sage Publications, Ltd.
Heriansyah, H. (2012). Speaking problems faced by the English department students of Syiah Kuala University. Lingua Didaktika, 6(1), 37–44.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language anxiety. The Modern Language Journal, 70(2), 125–132.
Javid, C. Z. (2014). Measuring language anxiety in an EFL context. Journal of Education and Practice, 5(25), 180–193.
Kim, T. Y., & Kim, Y. K. (2016). The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educational Studies, 1–15. https://doi.org/10.1080/03055698.2016.1237866
Kormos, J., Kiddle, T., & Csizer, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495e516.
Lamb, M. (2012). A self system perspective of young adolescents’ motivation to learn English in urban and rural setting. Language Learning, 997–1023.
Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 8(3), 3351–3359.
Marton, E., & MacIntyre, P. D. (2022). L2 motivation among hearing learners of Finnish sign language. International Journal of Bilingual Education and Bilingualism, 25(3), 984–996. https://doi.org/10.1080/13670050.2020.1733928
Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, 3(1), 871–874. https://doi.org/10.31142/ijtsrd19061
Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58–67). Cambridge University Press.
Rosalina, V. (2014). The relationship between students’ motivation and their English learning achievement: A correlational study at the second grade of the SMAN 3 Tangsel. Syarif Hidayatullah State Islamic University.
Sato, T. (2014). The effects of study abroad on second language identities and language learning. Turkish Online Journal of Qualitative Inquiry, 5(3), 28–41.
Subekti, A. S. (2018a). Investigating the relationship between foreign language anxiety and oral performance of non-English major university students in Indonesia. Dinamika Ilmu, 18(1), 15–35.
Subekti, A. S. (2018b). L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners. Indonesian Journal of Applied Linguistics, 8(1), 57–67. https://doi.org/10.17509/ijal.v8i1.11465
Subekti, A. S. (2021). Indonesian L2 learners’ resilience and self-directed learning in online classes: A correlational study. JEELS (Journal of English Education and Linguistics Studies), 8(1), 27–47.
Trang, T. T. T. (2012). A review of Horwitz, Horwitz, and Cope’s theory of foreign language anxiety and the challenges to the theory. English Language Teaching, 5(1), 69–75.
Downloads
Published
2022-06-29
Issue
Section
Articles
