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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Sumalee Chinokul | - |
| dc.contributor.author | Min Wang | - |
| dc.date.accessioned | 2025-10-01T02:47:42Z | - |
| dc.date.available | 2025-10-01T02:47:42Z | - |
| dc.date.issued | 2023 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/2915 | - |
| dc.description | Thesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | Academic achievement -- China | en_US |
| dc.subject | English language -- Study and teaching -- Foreign language | en_US |
| dc.subject | Anxiety | en_US |
| dc.title | Foreign language anxiety of rural EFL junior middle school Chinese students : a case study of a school in east China | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | Many Chinese EFL students experience anxiety in learning English as there are a number of pressures from teachers, parents, peers and society; in addition, the situation may be worse in rural schools. This study was conducted to explore these two questions: 1) what extent do the foreign language anxiety factors affect the rural junior middle school Chinese students? 2) What anxiety-reducing strategies should be suggested for the rural junior Chinese middle school students? The research participants included 110 students and 4 English teachers from a junior middle school in China. Data were collected through mixed methods. The Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz (1986) was adapted to collect quantitative data from the students to identify the level of foreign language anxiety factor that the students have, and semi-structured interviews were conducted with 9 students and 4 teachers to explore for anxiety-reducing strategies for the students. The results of the FLCAS questionnaire showed that the English learning anxiety level of rural junior middle school Chinese students was moderate (x̄=3.26), including the level of communication anxiety (x̄=3.26), the level of test anxiety (x̄=3.28), and the level of fear of negative evaluation (x̄=3.24). The results of the semi-structured interviews revealed that the main factors of English learning anxiety among Chinese rural junior middle school students were student-related factors and teacher-related factors. Anxiety-reducing strategies for EFL learning were proposed from three perspectives: students, teachers, and parents | en_US |
| dc.description.degree-name | Master of Education | en_US |
| dc.description.degree-level | Master's Degree | en_US |
| dc.contributor.degree-discipline | Bilingual Education and English Language Teaching | en_US |
| Appears in Collections: | EDU-Bil-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| MIN WANG.pdf | 851.17 kB | Adobe PDF | View/Open |
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