CHAPTER 5 CONCLUSION
5.3 Limitations and Suggestions for Future Study
The current study has three limitations future studies may need to address.
Firstly, this study employed a listening anxiety scale and qualitative approaches to examine the participants’ level of listening anxiety with the supplemented
information from classroom observation and student interviews. Although the present study has shown a positive result in decreasing listening anxiety with the presence of FTAs, the exact source of influence that affected the participants’ varying levels of listening anxiety still remains unknown. Further investigation into assessable anxiety-related behaviors is recommended. For example, studies can measure whether
students display physiological reactions associated with anxiety, such as sweating, muscle contraction and accelerated heartbeat, while they are doing some classroom listening activities. The findings might further verify whether students have a
decreased listening anxiety with the presence of FTAs and pinpoint possible factors or
types of listening tasks associated with students’ varying levels of listening anxiety.
The second limitation of this study is the time constraint. Although the length of this study lasted for an entire school year, the actual available times to observe the FTA classes in one of the schools were only 10 meetings. Due to the limited number of class observations, the conclusions and generalizability of the findings are subject to certain limitations. A systematic and longitudinal observation is needed to
document and track students’ language learning and development in the FTA
classroom instruction. In addition, the average length of formal and informal student interviews is about half an hour because students’ schedules were tight. Further more in-depth interviews will help complement, precise and enrich the discussion of the motivation and anxiety questionnaire data and might explain possible reasons for students’ overall decreased learning motivation found in the study. Therefore, it is recommend that future studies add more in-depth interviews to obtain more insight into the impact of FTAs on EFL students’ learning of a second language.
Finally, the present study administered the first and the second listening test to the participants and found that the students’ listening performance was improved in the second one. Whether or not the result could be applied to participants taught by FTAs or non-FTAs still remains unknown. Although the students may have listening comprehension gain without the presence of FTAs, having an FTA in the school is the current possible factor in the progression of listening performance because most of the students in the participating schools were schools which considered to be remote where learning resources were quite limited. Hence, it is recommended that future researchers probe into EFL students’ listening attainment with and without the presence of FTA in class or school.
Nevertheless, the findings of the current study suggest the significant presence of FTAs in affecting EFL students’ overall language learning and contribute to several
theoretical and pedagogical implications.
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