Foreign language anxiety and high school language learners’ productive skills: Negative events in the EFL classroom
Foreign language anxiety and high school language learners’ productive skills: Negative events in the EFL classroom

Summary/Abstract: This paper aims to examine emotion-related events while speaking and writ- ing. The three research questions pertained to the level of speaking anxiety, and the level of writing anxiety, the most prominent speaking anxiety related events, and the most prominent writing anxiety related events. The data were collected from 86 Polish high school students by means of a questionnaire which included the speaking anxiety, and the writing anxiety scales in the form of a Likert scale, as well as the open-ended questions. The study revealed that writing anxiety was generally slightly higher than speaking anxiety. Firstly, when it comes to speaking anxiety, the data analysis revealed that vocabulary- related events were the most threatening, and they were caused by learners’ limited vocabulary and the fear of forgetting a given word. Secondly, as for writing anxiety, vocabulary-oriented events were again identified as the most threatening emotion-related situations. The findings are used as a basis for providing pedagogical implications for language teachers.

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