PRESENTATION

FINAL PROPOSAL
ACADEMIC WRITING

ANXIETY IN FOREIGN LANGUAGE LEARNING.

ERMANSYAH
 BACKGROUND
Successful foreign language
learning is achieved not
only by providing
appropriate language
facilities but also on the
emotional aspects of
learners.

Students’ integration to the

learning environment,
knowledge, economy and
social status together with
positive perception toward
the foreign language
learning are the key factors
in successful language
learning.
Such problems can be tackled by designing a more
constructive curriculum by adopting a student-centered
instructional approach, namely problem-based learning,
project-based learning where students works in groups to
solve real-life problems.

The current research on FLA surfaces factors which

affecting learning in traditional model curriculum. As
Shuell (2011) states, “it is the students’ perceptions,
prior knowledge, and beliefs that determine what and if
they learn something approximating the instructional
goals of the teacher
 RESEARCH QUESTIONS
• To what extent FLA
(Foreign Language Anxiety)
influence students FLL
(foreign language learning)
successes?
• How do students of EFL
(English Foreign Language)
deal their FLA in Learning?

RESEARCH OBJECTIVES
•To explain triggering
factors in Foreign Language
Anxiety
• to quantify students
perception toward FLA
Data Collection
The researcher of this study will collect observations and
questionnaires data from one group of undergraduate students of
National Dong Hwa University from each of the following three
programs: English for general, English for specific, and English for
academic purposes.
The students are freshmen or sophomores of the academic
year 2020-2021. The classes’ students are varied in number and
traditionally set up in an eight-row and 15-column with 50 cm gap
between chairs.