The purpose of this study is to discover the potential effects differential anxiety has on foreign language motivation and perceived English competence of high school students in northern Taiwan.

The study will attempt to answer if there are any positive benefits in the performance of students who experience high or mild anxiety levels, and how it affects the student’s motivation and perceived English competence in foreign language classes.

This study used quantitative analysis of questionnaires distributed to local high schools, the questionnaire contains questions on how to measure the student’s anxiety, motivation, and perceived English competence, in a foreign language classroom.

The findings of this study suggest that there are a slight boost in performance when a learner experiences mild levels of anxiety while seeing no increase in high levels of anxiety, as a result, differential anxiety does indeed have effects on a student’s motivation, and perceived English competence, in a foreign language classroom.

This study determines that there is a need to introduce some amount of anxiety in an educator's teaching strategy to motivate students to increase their performance, while not raising the anxiety too high, so it will not achieve an opposite effect on the students.

Authors:
Chengwei Jhang, Ming Chuan University, Taiwan

About the Presenter(s)
Mr. JHANG, CHENGWEI is currently a University Postgraduate Student studying English at Ming Chuan University, Taoyuan Campus, Taiwan.

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