Foreign Language Anxiety in a New English Program in Thailand

Adam R. Tanielian

Authors

Adam R. Tanielian Institute of International Studies at Ramkhamhaeng University

Keywords:

Foreign Language Classroom Anxiety (FLCA), English as a Second Language (ESL), language and math, English immersion

Abstract

Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and math subjects at a Thai government school which is in its second year of employing native English speaking teachers. 424 students were administered FLCA surveys, which were compared to English and math exams. Moderate-high FLCA levels were found in the sample, with no difference between an immersion group and non-immersion groups. A weak, negative correlation was found between FLCA and English performance (r = -.163). Thai language math exam scores were significantly better than English language math exam scores. No correlation between FLCA and math performance was found.

Author Biography

Adam R. Tanielian, Institute of International Studies at Ramkhamhaeng University

Adam Tanielian is a math teacher at Klongyaiwittayakom School in Thailand's Trat province. He completed undergraduate studies in industrial marketing and management at Michigan Technological University in the United States, and graduate studies in business and international law at the Institute of International Studies at Ramkhamhaeng University in Thailand.

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