Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning
NAGIOS: RODERIC FUNCIONANDO

Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning

DSpace Repository

Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning

Show simple item record

dc.contributor.author García-Pastor, María Dolores
dc.date.accessioned 2020-11-11T11:21:41Z
dc.date.available 2020-11-11T11:21:41Z
dc.date.issued 2019 es_ES
dc.identifier.uri https://hdl.handle.net/10550/76319
dc.description.abstract The aim of this study is to discuss the needs of learners who stutter (LWS) in the skills of speaking, listening, reading, and writing in English as a foreign language (EFL) learning based on their levels of anxiety, and their experiences as individuals who stutter in the process of learning this language. To this end, the anxiety of these students (n = 16) in the foreign language was measured using the Foreign language classroom anxiety scale (FLCAS), and the Specific language skills anxiety scale (SLSAS), whilst their experiences were elicited through semi-structured interviews. Their foreign language anxiety (FLA) levels were then compared to those obtained from a control group of non-stuttering learners (n = 16), and interview content was scrutinised mainly using Interpretive Phenomenological Analysis (IPA). LWS scored significantly higher in FLA and speaking anxiety than the control group; however, no significant differences were found between both groups in other language skills. Findings from the qualitative study also indicated that reading aloud was highly problematic for these learners. Suggestions to attenuate anxiety in LWS are offered to educators. es_ES
dc.language.iso en es_ES
dc.source García-Pastor, María Dolores & Miller, Ronan (2019) Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning, European Journal of Special Needs Education, 34:2, 172-188. es_ES
dc.subject stuttering es_ES
dc.subject language skills es_ES
dc.subject foreign language anxiety (FLA) es_ES
dc.subject english as a foreign language (EFL) es_ES
dc.title Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning es_ES
dc.type info:eu-repo/semantics/article es_ES
dc.subject.unesco UNESCO::PEDAGOGÍA es_ES
dc.identifier.doi https://doi.org/10.1080/08856257.2019.1581400 es_ES
dc.description.abstractenglish The aim of this study is to discuss the needs of learners who stutter (LWS) in the skills of speaking, listening, reading, and writing in English as a foreign language (EFL) learning based on their levels of anxiety, and their experiences as individuals who stutter in the process of learning this language. To this end, the anxiety of these students (n = 16) in the foreign language was measured using the Foreign language classroom anxiety scale (FLCAS), and the Specific language skills anxiety scale (SLSAS), whilst their experiences were elicited through semi-structured interviews. Their foreign language anxiety (FLA) levels were then compared to those obtained from a control group of non-stuttering learners (n = 16), and interview content was scrutinised mainly using Interpretive Phenomenological Analysis (IPA). LWS scored significantly higher in FLA and speaking anxiety than the control group; however, no significant differences were found between both groups in other language skills. Findings from the qualitative study also indicated that reading aloud was highly problematic for these learners. Suggestions to attenuate anxiety in LWS are offered to educators. es_ES
dc.identifier.idgrec 138902 es_ES

View       (1.768Mb)

This item appears in the following Collection(s)

Show simple item record

Search DSpace

Advanced Search

Browse

Statistics