Educafl 2022. Vol 5 No 2
Doi: 10.21776/ub.educafl.2022.005.02.05
Parental Involvement to Overcome Secondary Students’ Foreign Language Anxiety
Nukmatus Syahria
Universitas PGRI Adi Buana Surabaya syahria@unipasby.ac.id
Indonesia
Viranda Evi Rahmawati Universitas PGRI Adi Buana Surabaya
virandaevi95@gmail.com Indonesia
Article Info ABSTRACT
Article history:
Received Oct 11, 2022 Revised Nov 30, 2022 Accepted Nov 29, 2022
Among the many problems the students faced in learning English, especially in Speaking skill, many of the recent studies mentioned anxiety as one of the common psychological issue. One of the solutions emerged is by being aware and by improving parental involvement in language learning. The aims of this study are to investigate the students’ anxiety during Speaking as well as to describe the parental involvement to overcome students’ Foreign Language Anxiety (FLA). This descriptive qualitative study applied descriptive analysis which focused on the lived experience of secondary students and their parents role to help them to cope up with their Speaking anxiety. Semi-structured interview and classroom observation were used to collect the data.
There were 5 students and 5 parents participated. The result showed that the students were anxious the most about Speaking test and during presentation. Another finding also showed that parents involved themselves the most by fulfilling students’ academic needs and give their children encouragement in learning English. This study have implications for parents, students and teachers in the attempt to overcome FLA among EFL students.
Keywords:
Foreign language anxiety, speaking problem, parental involve
Corresponding Author:
Nukmatus Syahria
Universitas PGRI Adi Buana Surabaya syahria@unipasby.ac.id
Indonesia
1. INTRODUCTION
Foreign Language Anxiety
Generally, learners learning a new language often experienced stress feeling or nervous during the study. These conditions, claim as mental block, hinder them to learn a new language causing them cannot master the target language. These kinds of feeling are described as Foreign Language Anxiety (FLA). Anxiety involves the dysfunction in brain circuit which correspond to danger and influenced by many factors, such as genetic, environmental, and epigenetic relations (Penninx et al., 2021).
Hence, FLA defined as the psychological phenomenon in language learning (Young, 1995) which emerged from the feeling of tension, worry, or even negative emotional reaction when learning a second or foreign language (MacIntyre, 1999). Language anxiety in the broader context of anxiety can be caused by several combinations of situational factors (McIntyre, 1995), for instance, (a) a shy student; (b) combination of other anxieties such as feeling tense, or feeling awkward that form of anxiety intrinsic on language learning (Horwitz et al., 1986: 128).
Horwitz et al., (1986) proposed three main dimensions of foreign language anxiety. The first dimension of FLA is communication apprehension which is related to performance anxiety and closely associated with Speaking and Listening skills, because both skills cannot be separated in the interaction. The next dimension of FLA is text anxiety which generally inferred as the kind of anxious feeling caused by the fear of failure in performing or displaying ability or skills in a test. The last dimension is fear of negative evaluation which is common among students.
There are several types of anxiety, namely trait anxiety, state anxiety, and situation-specific anxiety.
Trait anxiety deals with one’s personality and it is categorized as a permanent anxiety (Scovel, 1978:
cited in Ellis, 1994: 479). State anxiety is a response of a certain stimuli of anxiety such as test or quiz (Horwitz, 2001: 113). While situation-specific anxiety emerged during specific situation, such as during speaking in front of the public, during presentation, or when asked to do the impromptu speech.
Factors that caused language anxiety are varied. Language anxiety could be a result from insufficient skills of the target language that caused second and foreign language learners having difficulties to use the target language (Horwitz, 2001: 118). In the social contexts, language anxiety may be caused by extrinsic motivators, such as distinctive cultural and social environments of second or foreign language learners (Scovel, 1991: 16). Anxiety impact the students’ performance in language learning (Christy et al., 2020; Namaghi, 2015; Oflaz, 2019), therefore language teachers must help their students to handle their students’ language anxiety. The support from parents and family can also help the students to overcome their tension, feeling anxious or awkward during learning a new language.
Parental Involvement in Language Learning
Parental involvement in education is generally defined as any kind of parents’ participation in their children’s academic or educational activities with the schools (Cotton &Wikelund, 1989). Based on
the cognitive developmental theory proposed by Piaget (1981), family members, including parents, hold the constructive role for students to learn from their family and from their environment.
Đurišić&Bunijevac (2017) explained that parental involvement in education could be started by providing children with proper facilities and a healthy environment to support their education or academic activities.
Driessen (2021) also constructed a parental involvement framework which is categorized into two types of involvement, which is school involvement and home involvement. The school involvement is categorized into two, namely participation and governance. Involvement at school may include parents supporting the school event, attending parents-teachers meeting or other school meetings, or takes part in sport event at school. Meanwhile, the home involvement is categorized into three, namely discussion and encouragement, cognitive-intellectual, and homework involvement. Parental involvement at home are include activities such as helping with homework, reading with children, discussion about school problems or providing facilities to support students to learn effectively at home.
Mazza (2002) notes that parental involvement is necessary to help their children to achieve academic success and to overcome educational problems, therefore school should coordinate with parents and help to create good relationship among the school and the parents in order to help the development of cognitive, intellectual, social and emotional of children and adolescent students. Parental involvement is crucial during young adult transition life. At this age, they are very vulnerable to getting acquainted with alcohol, drug use, smoking and their low sexual knowledge may lead them to promiscuity (Levendosky, Huth-Bocks and Samel, 2002). With the effective and healthy communication since the early life of young adult, parents can support their children in dealing with the pressure and the difficult aspects of growing up (Krappman & Uhlendorf,1999). Owing to the fact that parents involvement not only can support their children’s academic life but also help them to deal with their social and psychological problems, therefore this recent study would like to discover how parents involve themselves to help their children to cope up with their foreign language anxiety.
2. METHODS
To describe further about the parents’ experiences to help their children to cope up with language learning anxiety, therefore the recent study employed descriptive qualitative research design. A study which prime focus is on description, instead of investigating the associations of an event, is categorized as a descriptive study (Kumar, 2011). A descriptive study aims to describe a phenomenon or events, or giving information regarding one’s experience, or describes viewpoint of an issue. The rationale in using this approach is to provide forthright illustrations of one’s viewpoint and experience, especially in the areas where least is known regarding the topic to be investigated (Sandelowski, 2010). A qualitative descriptive design may be considered as the most relevance as it provides distinct experiences of the participants and display the findings in a way that reflect or similarly related to the terminology used in the research question (Bradshaw et al., 2017).
Five students from one of the Junior High School in Surabaya and five parents were involved in a semi structured interview. They are from grade 8. Semi-structured interviews give more space for the interviewees to answer questions based on their preference. Semi-structured interviews known to be more flexible and relaxing for the interviewers (Canals, 2017). There were two types of different
interview sessions conducted in this study. The first session was the interview with the 5 students related to FLA with the total 8 question items adapted from FLCAS (Foreign Language Classroom Anxiety Scale) by Horwitz et al. (1986). The second interview session was conducted with the mothers of 5 students participating in this study with the total 15 question items adapted from the dimension and indicator of Parental Involvement in Education by Driessen (2021). The students and the parents were given the consent form and they were welcome to withdraw anytime from the study if they did not feel comfortable with the study. All the names in this study were pseudonym and the data were kept confidentially in order to keep the research ethics. The researchers also did classroom observation to find out what kind of language learning that cause the students feel the most anxious. The observation was done twice. This study applied covert unstructured non-participant observation. The researchers studied the participants from afar and they did not get involved during the observation.
They took notes on everything that they see during the observation. This type of observation may increase the validity of the data, since the participants are not aware that they are being observed.
The data of this study was analysed by using descriptive analysis which aimed to interpret the anxiety experience of secondary students in learning English and to describe the effort of the secondary students’ parents in helping their children to cope up with their language learning anxiety. In order to ensure the rigorousness and validity of the data, the results of the students’ interviews were cross checked with the results of the parents’ interviews and the interview data were triangulated with the results of the classroom observation. All of the data are confirmed with the theory.
3. RESULTS/FINDINGS
Parts of Language Learning that Make Students the Most Anxious
Student A and B, who have good scores in English in the last semester, admitted that they sometimes experienced worries but they are not afraid to initiate English conversation with their classmates and the English teacher. Student C, who scored average in English, explained that he often experiences nervous feelings, especially when he must answer a question. According to him, he actually understood the questions but because he had less vocabulary he had difficulty to expressed his ideas.
Moreover, the fear of making mistakes especially in Speaking using English hinder him to answer the questions. He remains to be silent rather than answering the questions to avoid being laughed by their friends. Similar to Student C, Student D and student E, who scored low in English, admitted to always feel nervous whenever they have to communicate in English especially when they have to do the presentation.
“I began to sweat a lot and my body was trembling. I felt speechless whenever I have to do the presentation in front of the class. My teacher often gets angry at me because I keep on reading the text whenever I did my presentation. She told me not to read my materials very often when I did my presentation. When my teacher is angry, I got blank and my speaking was stuttered”. (Student E) Student A and B reported that they do not feel anxious or worried at all about using English in the classroom since they have much practiced in their English course. Their parents asked them to join English course to develop their English. As a result, their English skills are improving and they have confident during Speaking.
“I joined English Lesson near my home for almost two years. Before I had difficulty in Grammar and my Vocabulary was low, but after my mom enrolled me in an English course, I gain more knowledge
in Grammar and Vocabulary. In my English course, they taught us about Speaking and Listening too, therefore I am not afraid during Speaking in front of the class”. (Student A)
On the other hand, Student C acknowledged that he most likely feels anxious because of his less vocabulary and his Listening ability was also low. During the Listening task, he cannot answer the questions because he missed the audio. During the Speaking task, he remains silent and does not want to participate in the discussion or QA session. Meanwhile, Student D and Student E shared similar answers, in which their lack of fluency in using English and less Vocabulary became the main reason for their communication apprehension.
“I rarely study about English at home, that’s why my English skills is low. Even though, I have told my parents about my difficulty in English but they didn’t really care about it. My parents always busy at work. They help me to study only during the test”. (Student D)
Regardless of the proficiency level of each student, all students mentioned that they always feel anxious when it comes to English tests or exams. Students A and B mentioned that the test is necessary since their scores will appear on their academic reports. The report would be reviewed and judged by their parents, hence, there will always be pressure to score perfect and do good at any test.
Student C reported that he feels anxious the most before and during the test. He was unable to sleep and during the test he felt very tired and could not concentrate well. Moreover, Students D and E added that the anxious feeling leads to the moment where their mind goes blank and unable to think of any answer during the test.
“My parents are very demanding. They always want me to score good in each lesson at school. This really frustrating me during the test because I’m afraid to disappoint my parents if my score is low”.
(Student B)
Students A and B confessed that they feel tense during the English test because the pressure of having a good score make them forget several words in English and hinder their fluency during Speaking.
Differ from Student A and Student B, Student C mentioned that he most often feels restless and afraid during the test because he is worried about how people judge his English skills. He feels shy whenever someone giving negative comment about his performance and if he has low score in the test. Test- anxiety becomes part of language learning that is most triggering anxiety for some of the students.
Differ to the other three, Student D and E surprisingly demonstrated ignorance on how people evaluate their English skills and seemed to have no worry about the test scores.
“Now, I don’t really care of how my parents or other people think about my English skills, because my parents rarely help me to be better in English. My parents told me as long as you can pass the exam is okay. They don’t really care about my scores. Perhaps my parents already can accept my weakness that is in English”. (Student E)
Student A and Student B really care about what other people think about their English performance, therefore they always try to perform well during English class. On the other hand, Student C mentioned that he feels shy whenever people evaluate him negatively. It seems that Student C cannot accept other’s suggestions even though that those suggestions may improve him to be better.
Parents’ Effort to Help their Children Overcome their Foreign Language Anxiety
Mothers of Student A and B stated that they always attend any school programs. They are active during the parent-teachers meeting and they also become one of the committee members at school who take care all of the school matters and help the teachers whenever in need. While mother of Student C mentioned that she would attend the school program whenever her attendance is required and she didn’t join the committee because she is busy working. Different answers obtained from Mothers of Student D and E. Mother of Student D uttered that she would only attend important events, like during taking the progress report, she rarely attends the parents-teacher meeting while mother of Student E admitted that she never goes to her child’s school so far. She often asks her father or her relatives to attend the parent- teacher meeting or to take her son’s final report.
“I am selling fish at the market. I have to go to market early in the morning and went back home in the afternoon. If my son asked me to go to school for some matters, I often ask help from my sister or his Dad. But most often my sister will go to my son’s school”. (mother of Student E)
Mothers of Student A and B both admitted that they both have good communication with the teacher.
Mother of Student A stated that “It is very crucial for me to take involve in my daughter’s school activities. This is one of the way I showed her that I do support her in any of her activities at school”.
Mother of Student C mentioned that she often communicates with the teacher since the implementation of online learning. Mother of Student D answered that she only communicates with the teacher when she is in need. Meanwhile, the mother of Student E answered that she rarely communicates with the teacher. She often missed the important information from school.
When asked whether the parents were interested in being part of the committees at school, mothers of Student A and B showed the best interest among the parents. Moreover, mother of Student D, and E admitted that they have no interest at all to join the school committees. Mothers of Student A, B, and C often ask their children regarding their children’s learning progress at school. On the other hand, the mothers of Student D and E stated that they also tried to open for discussion though it is very rare because they are busy at work and it seems that they have less emotional bonding toward their children. This is shown by their statements during the interview when I asked them about their closeness and about the family quality time. According to the mother of Student D, her son is closed to his grandma instead of her because since she was baby, her mother worked out of town. Moreover, regarding the family quality time, mother of Student E admitted that they rarely go out together. Her son often hangout with his friends or his siblings.
Dealing with students’ motivation at school, each mothers mentioned a different way of encouraging their children. Some parents reminded their children that mastering English would help them to get a good job in the future. Other parents also added that they encourage their children by using their siblings’ good achievements to motivate their children to learn best at school. Besides giving the positive encouragement, the parents also provide learning facilitation for their children.
Mother of Student A, B, and C mentioned that they facilitated their children by fulfilling their academic needs, such as books, dictionary, internet connection including enrolling their children to follow English course. Mother of Student D explained that she rarely makes sure that her son has the adequate media like books or dictionary but she said that she provided hand phone with the data during online learning. While, mother of Student E rarely checks her child’s school works. Both mothers of Student D and E did not send their children to the English course even though that their
sons having difficulty in English but they provide their children lots of books about Religion and asked their children to join Qur’an recitations and learning about religion every evening in the nearest mosque.
“My son wants to go to Islamic boarding house at Malang after he graduates from Junior High school, therefore I asked them to actively participate in religious meeting at the mosque and to sharpen his Qur’an recitation skills. He often tells me that he had difficulty in Speaking, Vocabulary and Listening. I and his dad also not good in English, therefore we can’t help him much. I think Religion lesson is more important than English. I don’t really care if my son scores low in English, I am more concern on his Agama Islam lesson”. (mother of student D).
It can be inferred from this data that parents of Student A, B, and C demonstrated much involvement and interest of their children’s’ academic activities. They supported their children to have better skills in English and they always help their children when they have problems with their lessons at school.
These supports cultivate the students’ motivation to learn best at school and it impacts on their academic achievements. Moreover, by joining the English course, improves their Vocabulary and raised their confident during speaking English and doing English presentation. On the other hand, parents of Student D and E demonstrated low involvement and interest in children’s’ homework and any school activities, that impact on their academic achievements and make them shy and not confident during English lesson.
4. DISCUSSION
The result of the study inferred that students with better English proficiency demonstrated less anxiety in dimension of communication apprehension. Students A and B who scored high in English in the last semester also showed better confidence in communicating in English than other students. However, all students admitted that they experienced anxiety in communicating using English. They feel anxious because they are afraid of making mistakes and stuttering during speaking English. These findings aligned with some previous studies which also explained that students normally have fear of making mistakes and pause during speaking English. It is common for the students studying the foreign language to suffer from nervousness (He, 2013; Labicane, 2021; Nurhidayah& Gusdian, 2020).
Regardless of their English academic achievement, all the students admitted that they feel the most anxious when it comes to tests or exams. The exam even making them unable to sleep causing them having tired mind during the test which affected on the students’ performances during the test. This finding is in line with some previous empirical studies (Akshaya et al., 2021; Alemu &Feyssa, 2020;
Aydin et al., 2020), which discover that the students most demonstrated anxiety during the English test and the test may impact on the mastery of the target language. Aydin et al.,2020 emphasized that test make the students suffer from physical problems, such as sleeping and eating disorder which caused them losing concentration during the test and having difficulties in answering the questions during the test as they forgot about the answer. In addition, Putwain (2008) acknowledged that during the test, the students’ performances will be evaluated by others, less intelligent students feel threatened as they considered the negative evaluation from others regarding their performances embarrassed them.
In case of parental involvement, the first connection between students’ foreign language anxiety and parental involvement can be noticed from the way Student A and B demonstrated lower anxiety in communication apprehension dimension because their parents demonstrated good parental involvement by facilitating their children in the learning activities and they also tried to always get involved in the activities at their children’s schools. It can be inferred that students would have less anxiety and have more self-esteem in communicating in English when the parents actively involved themselves to support and encourage their children in their language learning (Moneva et al., 2020).
Unfortunately, parents' expectations create pressure and stress towards students which can also lead to test-anxiety. As Trinidad (2019) explained, parental aspiration will have a negative impact if it gives students unnecessary pressure in achieving the goals which can lead to stress when students fail to achieve the goals. Therefore, a good parent must be wise enough in setting up their expectations to their children. Every parent must want their best for their children thus they must see their children capabilities and consider their interests. Never give any burden to the children so that they can develop well and gain their goals in their own way.
With the many problems experienced by students when mastering foreign languages, this study has implications for parents, students and teachers in the attempt to overcome Foreign Language Anxiety among English Foreign Language students. The synergy of those three will help the students to gain their objectives in language learning. This is in line with the study from Mazza (2002) claimed that parental involvement is necessary to help their children to achieve academic success and to overcome educational problems, therefore school should coordinate with parents and help to create good relationship among the school and the parents in order to help the development of cognitive, intellectual, social and emotional of children and adolescent students
5. CONCLUSION
Owing to the fact that foreign language anxiety impact to the students’ achievements at school, therefore the parental involvement is very crucial in this part. Parent is the key of success on his or her children’s future. Parental involvement in education does not only support the students’ academic achievement and improve their language performance but also ameliorate their self-esteem.
Furthermore, students having low achievement in school is because they have parents who are less involved in their school activities. In this case, school, teachers and parents should maintain a good communication in order to find out if at school students are having problems and to know their continuous progress at school. Parents engagement for their children’s education is necessary not only during their childhood, but also throughout the school years. The role of parents in facilitating their children to learn at home, at school, and in the community are very essential. A wise parent shall not put much burden or expectations to his or her children in order that his or her children will not feel anxious during the academic activities at school. It is advisable to all parents to always monitor their children’s academic activity, to volunteer their time in every of the school activities and support their children at home by helping them learning at home, providing facilities at home and helping in the decision making regarding their school matters in order that parents can help their children to gain success at school and to obtain their goals. This study is a small scale of qualitative study, therefore there must be some limitation in the results. It is suggested for other researchers to have deeper investigations on parental involvement by involving bigger numbers of participants to enrich the results and to involve other variable such as parents sociocultural background or parents’ educational background.
6. REFERENCES
[1] Akshaya, S., Ninan, J., & Thomas, S. (2021). Test Anxiety Among College Students. International Journal of Creative Research Thoughts (IJCRT), 9(1).
[2] Andrea, T. (2021). The Effect of Anxiety on Foreign Language Academic Achievement. Hungarian Educational Research Journal, 1–9.
[3] Aydin, S., Akkaş, F. D., Türnük, T., Beydilli, A. B., &Saydam, I. (2020). Test Anxiety Among Foreign Language Learners: A Qualitative Study. Qualitative Report, 25(12), 4289–4309.
[4] Alemu, B., & Feyssa, T. (2020). The relationship between test anxiety and academic achievement of grade ten students of Shirka Woreda, Oromia Regional State, Ethiopia. African Educational Research Journal, 8(3), 540–550.
[5] Arifin, W. L. (2017). Psychological Problems and Challenge In EFL Speaking Classroom. Register Journal, Language
& Language Teaching Journals, 10(1), 29.
[6] Avvisati, F., Gurgand, M., Guyon, N., & Maurin, E. (2013). Getting Parents Involved: A Field Experiment in Deprived Schools. The Review of Economic Studies, 81(1), 57–83. doi:10.1093/restud/rdt027
[7] Cotton, K., &Wikelund, K. R. (1989). Parent Involvement in Education. School Improvement Research Series, May.
[8] Driessen, G. (2021). Parental involvement: Types and effects. In Book of Educational Studies (Issue 114). Sofia University.
[9] Đurišić, M., &Bunijevac, M. (2017). Parental Involvement as a Important Factor for Successful Education. Center for Educational Policy Studies Journal, 7(3), 137–153. https://doi.org/10.26529/cepsj.291
[10] Gawi, E. M. K. (2020). The Impact of Foreign Language Classroom Anxiety on Saudi Male Students’ Performance at Albaha University. Arab World English Journal, 11(2), 258–274.
[11] Garbacz, S. A., Herman, K. C., Thompson, A. M., and Reinke, W. M. (2017). Family engagement in education and intervention: implementation and evaluation to maximize family, school, and student outcomes. J. Sch. Psychol. 62, 1–
10. https://doi.org/10.1016/j.jsp.2017.04.002
[12] Hashemi M, Abbasi M. (2013). The role of the teacher in alleviating anxiety in language classes. Int. Res. J. Appl.
Basic Sci. 4(3):640-646.
[13] Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
[14] Halawah, I. (2006). The effect of motivation, family environment, and student characteristics on academic achievement. Journal of Instructional Psychology, 33(2), 91-99.
[15] Ilyas, M., Eka Putri, M., &Nurani, I. (2021). Psychological Problems Encountered by EFL Students in Speaking Class at Universitas Islam Riau. J-SHMIC: Journal of English for Academic, 8(2), 140–152.
[16] Kitano, K. (2001). Anxiety in the college Japanese language classroom.
Modern Lang. J. 85:549-566.
[17] Krappman, L. & Uhlendorff, H. (1999). Family influence on children’s peerrelationship: Parents’ social networks and educational attitudes. Posterpresented at the Bienal Meeting of the Society for Research in ChildDevelopment (Albuqeurque, NM, April 15-18, 1999). Retrieved February 9,2006 from (An ERIC Digests: ED435496).
[18] Kumar, R. (2011) “Research Methodology: A Step-by-Step Guide for Beginners.” Sage Publications: 3rd Ed. Pp-334.
[19] Labicane, G. E. M. (2021). Foreign Language Anxiety Experiences of Filipino Students Across the Four Macro Skills.
Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 254–264.
[20] Levendosky, A. A., Huth-Bocks, A., & Semel, M. A. (2002). Adolescent peerrelationships and mental health functioning in families with domestic violence. Journal of Clinical Child and Adolescent Psychology 31, 206-218.
[21] Moneva, J. C., Villaro, M. R. A., &Malbas, M. H. (2020). Student Self-Esteem and Parental Involvement in Students Academic Performances. International Journal of Social Science Research, 8(2), 238–251.
[22] Mazza, C. (2002). Young Dads: The effects of a parenting program on urban African-American adolescent fathers.
Adolescence, 37, 148, 681-694.
[23] Machintyre, P. D. (1995). How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow.
The Modern Language Journal, 79(1), 90–99.
[24] Nurhidayah, S., &Gusdian, R. I. (2020). Speaking Skill’s Language Anxiety Experienced by Freshers of English Language Education Department. Schemata: Jurnal Pasca Sarjana IAIN Mataram, 9(2), 247–256.
[25] Namaghi, S. A. O. (2015). The Effect of Shyness on English Speaking Scores of Iranian EFL learners. Journal of Literature, Language and Linguistics, 12(January 2015), 21–28.
[26] Oflaz, A. (2019). The effects of anxiety, shyness and language learning strategies on speaking skills and academic achievement. European Journal of Educational Research, 8(4), 999–1011.
[27] Penninx, B. W., Pine, D. S., Holmes, E. A., &Reif, A. (2021). Anxiety Disorders. The Lancet, 397(10277), 914–927.
[28] Pérez Sánchez, C. N., Betancort Montesinos, M., and Cabrera Rodríguez, L. (2013). Family influences in academic achievement: a study of the Canary Islands. Rev. Int. Sociol. 71, 169–187. https://doi.org/10.3989/ris.2011.04.11 [29] Scovel, T. (1991). The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research, in Horwitz,
E.K., & Young, D. J. (eds.) Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall, pp. 15-24.
[30] Trinidad, J. E. (2019). Understanding when parental aspirations negatively affect student outcomes: The case of aspiration-expectation inconsistency. Studies in Educational Evaluation, 60(1), 179–188.
[31] Tárraga, V., García, B., and Reyes, J. (2017). Home-based family involvement and academic achievement: a case study in primary education. Educ. Stud. 44, 361–375. https://doi.org/10.1080/03055698.2017.1373636
[32] Tanveer , Muhammad .( 2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the
influence it casts on communication in the target language‟. Unpublished Thesis, Faculty of Education, university of Glasgow.
[33] Yuliana. (2021). The Effect of Psychological Factors on English Speaking Performance. Universitas Islam Negeri Ar- raniry Banda Aceh.
[34] Young, D. J. (1995). Language Anxiety in Second-Language Acquisition: Using a Wider Angle of Focus. Georgetown University Round Table on Languages and Linguistics, 398–411.
[35] Young DJ (1991). Creating a low-anxiety classroom environment: What does the language anxiety research suggest?
Modern Lang. J. 75:425-439.
[36] Zhang R, Zhong J. (2012). The hindrance of doubt: Causes of language anxiety. Int. J. English Linguist. 2(3):27-33.
https://doi.org/10.5539/ijel.v2n3p27
