An Investigation of Foreign Language Classroom Anxiety – English Major Students in Computer Classroom as an Example

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(1)I-SHOU UNIVERSITY MASTER PROGRAM OF APPLIED ENGLISH DEPARTMENT. An Investigation of Foreign Language Classroom Anxiety – English Major Students in Computer Classroom as an Example. A MASTER’S THESIS In fulfillment of the requirements for the Degree of MASTER OF ART. By Yung-Tzu Chang Kaohsiung City, Taiwan June, 2015.

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(4) 摘要在現今的社會中，電腦、網際網路已經越來越普遍了，而且也有許多學校都採取資訊與通訊科技 (ICT) 教學，讓學生不僅能夠在書面教材得到資料外，也可以透過電腦輔助教學得到額外的知識。本研究為了瞭解學生對於使用電腦是否感到焦慮，與利用外語授課時是否也會產生困惑，其學生使用 ICT 學習時，對於電腦焦慮與外語焦慮會有何影響。本次受測對象總共有兩百二十五位大學一年級學生參與本次的調查(皆為應用英語系學生)。受測者將透過外語學習電腦相關課程後填寫問卷。資料收集工具，包含資訊電腦焦慮與外語焦慮問卷調查。研究結果顯示學生使用外語學習資訊與通訊科技，男學生電腦焦慮比女學生高，但是在外語焦慮部分卻是女學生比男學生來的高。另外本研究結果也發現性別跟電腦焦慮以及電腦焦慮跟外語焦慮之間的相關性。. 關鍵字：電腦焦慮、外語課堂焦慮、資訊與通訊科技 (Information and Communication Technology, ICT). I.

(5) Abstract The popularity of computers and networks has made Information and Communication Technology (ICT) useful in many schools for purpose of teaching. Students are not only able to obtain information from books, but they are also able to obtain knowledge through computer-assisted instruction. The purpose of this study was to find out whether students experience computer anxiety and foreign language classroom anxiety while learning, and whether or not students have computer anxiety and foreign language classroom anxiety when ICT is used during learning. A total of 225 English major students participated in the current research. Data collecting instruments included survey questionnaires related to computer anxiety and foreign language classroom anxiety. The survey data collected were analyzed using descriptive statistics, Pearson correlation, paired-sample t-test, and independent-sample t-test. The results showed that there exist positive correlations that are significant between computer anxiety and foreign language classroom anxiety. It showed that during students’ use of foreign language consecutive with ICT learning, the male students experienced higher computer anxiety, but the female students experienced a higher form of foreign language classroom anxiety.. Key words: Computer anxiety, Foreign language classroom anxiety, Information and Communication Technology (ICT) II.

(6) Acknowledgements I finished my master thesis finally. To complete this thesis, it is not only my personal efforts, but also many peoples’ assistance, guidance, encouragement, and their patience. Therefore, I would like to acknowledge and appreciate those who have assisted me in completing this thesis. First of all, I would like to express my deepest gratitude to my supervisor, Dr. I-Lin Fu, who constantly gave me encouragement and inspiration during the process of writing this thesis. Without her support and instruction, I could not overcome the difficulties and obstacle throughout the research process. This thesis could not have been accomplished so smoothly. Secondly, I am eager to express my deepest gratitude to the other two members of my thesis committee, Dr. Po-Ting Fang and Dr. Shu-Chen Liu. They provide me with a lot of suggestions and feedback to my thesis. Additionally, I also want to thank Dr. Paul Talley, who took much time in revising grammar and language use to improve the quality of the master thesis. What is more, further thanks I-Shou students who participated in this study as the subjects because their cooperation played a role in the accomplishment of this study. Finally, I would like to express my deepest gratitude to my dearest family members, friends, and classmates. Whenever I encountered any problems or difficulties during writing, they were always there to support me and provide the sweetest comfort. Their encouragement gave me the power to continue fulfilling the master thesis. I would like to share this achievement with them. I love them in my deepest heart. Yung-Tzu Chang. III.

(7) Table of Contents Chinese Abstract ---------------------------------------------------------------------------------- I English Abstract --------------------------------------------------------------------------------- II Acknowledgements ---------------------------------------------------------------------------- III Table of Contents ------------------------------------------------------------------------------- IV List of Tables ----------------------------------------------------------------------------------- VII List of Figures----------------------------------------------------------------------------------- IX Chapter One Introduction ----------------------------------------------------------------------- 1 1.1 Background and Motivation ---------------------------------------------------------- 1 1.2 Purpose of the Study ------------------------------------------------------------------- 4 1.3 Research Questions -------------------------------------------------------------------- 5 Chapter Two Literature Review ---------------------------------------------------------------- 6 2.1 ICT Education in Taiwan-------------------------------------------------------------- 6 2.1.1 Definition of ICT -------------------------------------------------------------- 7 2.1.2 Impact of ICT Use for Students in Taiwan --------------------------------- 8 2.1.3 Using ICT in the English-only Classroom -------------------------------- 11 2.2 The Types of Anxiety Experienced by Students Using ICT in Learning ----- 14 2.2.1 Definition of Computer Anxiety ------------------------------------------- 14 2.2.2 Relevant Research Related to Computer Anxiety ----------------------- 15 IV.

(8) 2.2.3 Definition of Foreign Language Classroom Anxiety -------------------- 18 2.2.4 Relevant Research Related to Foreign Language Classroom Anxiety 19 2.3 Learning Motivation towards ICT Teaching-------------------------------------- 22 2.3.1 Definition of Learning Motivation ---------------------------------------- 22 2.3.2 Relevant Research of Learning Motivation ------------------------------ 24 Chapter Three Methodology ------------------------------------------------------------------ 26 3.1 Research Participants ---------------------------------------------------------------- 26 3.2 Instruments---------------------------------------------------------------------------- 26 3.3 Procedures ---------------------------------------------------------------------------- 28 Chapter Four Results --------------------------------------------------------------------------- 29 4.1 Descriptive Statistics Analysis ----------------------------------------------------- 29 4.2 Pearson Correlation of Variables --------------------------------------------------- 34 4.3 Paired-sample t-test Analysis of Research Variables ---------------------------- 36 4.4 Independent-sample t-test Analysis of Research Variables --------------------- 43 Chapter Five Conclusion ---------------------------------------------------------------------- 45 5.1 Summary of the Study --------------------------------------------------------------- 45 5.2 Conclusion ---------------------------------------------------------------------------- 48 5.3 Limitations of the Study------------------------------------------------------------- 49 5.4 Recommendations ------------------------------------------------------------------- 50 V.

(9) References --------------------------------------------------------------------------------------- 51 Appendix A -------------------------------------------------------------------------------------- 59 Appendix B -------------------------------------------------------------------------------------- 65 Appendix C -------------------------------------------------------------------------------------- 70. VI.

(10) List of Tables Table 1. One-way ANOVA results of students’ possess computer and the Internet and computer anxiety ------------------------------------------------------------------------------- 31 Table 2. The purpose of using computers and the Internet -------------------------------- 33 Table 3. Pearson correlation between gender, academic year, computer anxiety, and foreign language classroom anxiety---------------------------------------------------------- 35 Table 4. Paired-sample t-test results of the difference between gender and computer anxiety ------------------------------------------------------------------------------------------- 36 Table 5. Paired-sample t-test results of the difference between gender and foreign language classroom anxiety ------------------------------------------------------------------- 38 Table 6. Paired-sample t-test results of the difference between gender and academic year ----------------------------------------------------------------------------------------------- 39 Table 7. Dependent variable of gender and academic year ------------------------------- 39 Table 8. Paired-sample t-test results of the difference between academic year and computer anxiety ------------------------------------------------------------------------------- 40 Table 9. Paired-sample t-test results of the difference between academic year and foreign language classroom anxiety---------------------------------------------------------- 41 Table 10. Descriptive Statistic Associated with computer anxiety ----------------------- 43. VII.

(11) Table 11. Independent-sample t-test results of the difference between gender and computer anxiety ------------------------------------------------------------------------------- 44. VIII.

(12) List of Figures Figure 1: Estimated population of Internet users in Taiwan -------------------------------- 3 Figure 2: Demographic of computer anxiety and foreign language classroom anxiety on gender ---------------------------------------------------------------------------------------- 29 Figure 3: Demographic of computer anxiety and foreign language classroom anxiety according to academic year ------------------------------------------------------------------- 30 Figure 4: The average weeks’ usage of computers and the Internet --------------------- 32 Figure 5: The means plots of computer anxiety on gender -------------------------------- 37 Figure 6: The means plots of foreign language classroom anxiety on gender ---------- 38 Figure 7: The means plots of computer anxiety on academic year----------------------- 40 Figure 8: The means plots of foreign language classroom anxiety on academic year - 42. IX.

(13) Chapter One Introduction This chapter presents a brief description of the study and is composed of three sections. In the first section, the background and motivation of the study are introduced. The second section addresses the purpose of the study. The third section states the research questions posed in this study.. 1.1 Background and Motivation The popularization of modern technology, such as the Internet, communication applications, and information technology innovation, has made huge changes to our lives. In recent years, education has started to integrate technology into teaching practices. For example, from the earliest stages of multimedia instruction, computer-assisted teaching, and online learning, distance learning and teaching, interactive whiteboards, and Information Communication Technology (ICT) have all gradually changed regular teaching practices and students’ traditional learning styles. In traditional teaching settings, the use of books coupled with teachers’ lecturing has led to boredom during students learning (Tamo, 2014). Teachers are a main source of knowledge to the students. Besides, students’ learning attitudes are generally passive. Adoption of multimedia learning capabilities not only attracts various students’ learning interest, it also reduces the amount of paper, and it saves time in looking up 1.

(14) new data (Ghasemi & Hashemi, 2011). With the constant improvement technology devices, education has been greatly influenced, and it has gradually evolved from book learning to multimedia-aided learning. Learning is no longer limited to space and time. This makes students learn efficiently through the use of multimedia and in an interactive way. Information and Communication Technology (ICT) has become rapidly diffused worldwide as an effective teaching tool to educate students worldwide. As a result, students not only obtain information from books but also gain knowledge through computer-assisted instruction. ICT is a powerful tool for foreign language learners to utilize (Ghasemi & Hashemi, 2011; Hsu, 2011). It not only increases people’s access to research information worldwide, but it also creates interaction and communication opportunities with native speakers. The impact of the ICT and global competition has accelerated social and environmental change (Ministry of Education, 2008). A report from the Taiwan Network Information Center (TWNIC), estimated that the population of Internet users has shown an upward trend from 2003 to 2014 (TWNIC, 2014). The total estimated population of Internet users in Taiwan was estimated at 17.64 million (Figure 1). Although we can find that there was a slight downward trend occurring in 2014, we can also know that technology is integral to our lives. In addition, teenage Internet users, especially between the ages of 12 to 14 years, reached a peak percentage of 2.

(15) 99.85. Results have shown that junior high school students counted as the majority of the Internet population, as shown in Figure 1 below. Internet use in Taiwan society has become both young and diversified (Ministry of Education, 2014).. Figure 1: Estimated population of Internet users in Taiwan Furthermore, since English is a global language, and in order to improve students’ overall language ability, a series of initiatives has been undertaken in our educational system. In 1997, the Taiwanese Ministry of Education placed English into the regular curriculum of primary schools. Foreign language courses have been promoted in elementary schools since 2000. Until now, there are many schools continuing to incorporate language into a variety of courses (Ministry of Education, 2008, p. 9). The use of ICT has become a definite trend in work, life, and school. ICT that is incorporated into English teaching means that computer and internet information 3.

(16) technology integrate into English language instruction and students’ learning activities. ICT has become an essential tool used between teachers and students teaching and learning in English (Shen, 2011). Thus, this study attempts to investigate the integrated use of foreign language into ICT learning and to see how it impacts students’ learning experiences.. 1.2 Purpose of the Study Information technology has changed our lives and also influences our educational process. Currently, the information technology is a powerful tool to enhance our learning, and it has the power to change peoples’ thinking and learning behavior. Wu (2010) and Chen (2005) referred to the integration of information technology into elementary school learning in order to help students become more creative and to improve their information acquisition capability. Chao’s (2013) and Lu’s (2011) research found that information technology learning occurs not only in younger groups, but also among the elderly in Taiwan’s educational system. Nevertheless, research has mentioned that using ICT teaching in university can develop students’ higher thinking abilities, lifelong learning process, and promotes their motivation to learn (Aoki, 2010; Atjonen & Li, 2006; Rhema & Miliszewska, 2010; Tekinarslan, 2008). The majority of previous studies of ICT in Taiwan’s education have focused on primary schools, secondary schools, or continuing 4.

(17) education for seniors. Therefore, the purpose of the study was to determine whether or not university students suffer from computer anxiety and foreign language classroom anxiety, and the effect of computer anxiety and foreign language classroom anxiety on ICT learning if it does in fact exist.. 1.3 Research Questions Based on the previous research purpose and the motivation for this study, three specific research questions were addressed to guide this study as follows: (1) What constitutes English major students’ attitudes toward using ICT learning? (2) How do English major students perceive computer anxiety and foreign language anxiety? (3) How do different genders of the year of entering university impact on students’ computer and foreign language classroom anxiety levels?. 5.

(18) Chapter Two Literature Review In this chapter, the literature related to the present study will be discussed. The first section discusses the definition of ICT and provides an overview of relevant studies of ICT in Taiwan’s educational system. The second section discusses the definitions of certain terms related to computers and foreign language classroom anxiety and relevant studies. The third section discusses the definition of learning motivation and relevant research.. 2.1 ICT Education in Taiwan Information Technology (IT) has seen rapid development in the late 20th century which has not only impacted society but also been closely related to modern lifestyles. The Internet started to spread in 1990, and it is regarded as the foundation of economic and social development today. In 1994, Taiwan developed the National Information Infrastructure (NII) Plan to promote distance learning. Taiwan’s Ministry of Education implemented several government projects which onwards to provide students with an effective Internet-based learning environment as followed: 1997 – The ‘Implemented Information Education Infrastructure Projects’; 2001 – The ‘Blueprint for Information Technology for Elementary and Secondary Education’; 6.

(19) 2002 – The ‘Challenge 2008 National Development plan’; 2004 – The ‘Education Main Scheme of Administration’; and, 2008 - ‘The White Paper for Information Technology for Elementary and Secondary Education 2008-2011’. These component plans continue to promote IT learning, and it may be seen that Taiwan attaches great importance to information technology education (Ministry of Education, 2001, 2008, 2014).. 2.1.1 Definition of ICT Information and Communication Technology (ICT) refers to the general use of “computing devices such as desktop computers, laptops, handheld computers, software, or Internet in schools for instructional purposes” (Hew, & Brush, 2007, p. 225). Moreover, Ghasemi and Hashemi (2011) indicated that ICT may refer to a “diverse set of technology tools and resources used to communicated, and to create, disseminate, store, and manage information”. Samuel, and Bakar (2006) mentioned that integration of ICT tools into an English in the classroom has become more common. It referred to utilization of ICT can assist students in acquiring English language competency as well as enhance the quality of their learning experience. Further, Patil’s (2014) study indicated that ICT addresses four broad issues on education: effectiveness, cost, equity, and sustainability. 7.

(20) It is a powerful tool to attend educational opportunities, and be more wisely used in language teaching and learning around the world. Besides, Guemide, Benchaiba, and Bouzar (2012) demonstrated that ICT helping to change learners into become autonomous in their learning process. The fact the use of technology has become a reality cannot be ignored.. 2.1.2 Impact of ICT Use for Students in Taiwan The Ministry of Education in Taiwan has enhanced ICT equipment continually for use by teachers and students. The projects (2001) reported that the information systems, computer hardware, and the Internet have been set up at schools throughout Taiwan, with over 3,000 schools reporting connection to the Internet by 1999. In addition, the government has encouraged teachers to use computer-generated materials, establish instructional resource websites, and integrate innovative IT-based learning practices to develop the local characteristic of teaching. Besides, the encouragement of students has a positive learning and interest-generating effect in classes by promoting teamwork and creativity while implementing information learning skills. Further, the White Paper for Information Technology for Elementary and Secondary Education 2008-2011(2008) proposed that computer courses should start in the third grade of primary school in order to cultivate students’ use of information 8.

(21) technology in learning and daily lives. It also prompted students to use information technology to solve academic-based problems. Moreover, in order to ensure that students have basic knowledge and develop a proper perspective, attitude and behavior, Taiwanese junior high school teachers have been encouraged to integrate ICT into their coursework (Hsu, 2011). ICT integration, while not yet achieving all of the stated goals, has become an important part of the curriculum. Based on the previous studies mentioned (Wu, 2010; Wu, 2014; Lin, 2013; Chiu, 2011; Hsu, 2013; Tseng, 2014; Chao, 2013; Lu, 2011), ICT is taught in a variety of different courses in the classroom setting (e.g., Math, Science, English,… ). Chao (2013) and Lu (2011) pointed out that by learning ICT the elderly do not feel excluded and that their learning attitude was positive. If someone uses computers for a long time, they will have a higher rate of satisfaction than non-users. Moreover, the results showed that the impact of using ICT can not only promote links with the outside world but also promote a genuine quality of life and preserve independence (Hsu, 2013). Furthermore, Lu’s (2011) study mentioned that there were seven factors in a student’s learning process, including the following: teachers’ patience and proper method of teaching; practicality and proximity to the needs of the curriculum content; meeting the physiological and cognitive development characteristics of materials design; assistance in overcoming the limits of auxiliary instruments; a family’s 9.

(22) support and assistance; peer group support and encouragement; and, elder learners’ initiative in developing a positive learning attitude focused on IT. Besides, Wu (2014) and Tseng (2014) studies focused on primary school students using Interactive White Board in math courses. They also mentioned this method of teacher-student interaction would enhance students’ learning interest, motivation, interactive, and improve the effects of students’ overall learning. In addition, in the Chiu’s research (2011), ICT refers to digital learning that has developed rapidly with a diversity of learning tools. In the study, the e-book has been used as an ICT-mediated tool in English teaching for one semester. There were 317 fifth and sixth graders who participated in this study. The results indicated that individual students possessing an analytical learning style did significantly better than students possessing an intuitive learning style to comprehend reading texts. Moreover, Wu (2010) explored a comparison of the impact of traditional teaching and creative problem-solving using ICT among elementary school students in Hualien. The study used 66 sixth graders who were separated into two groups – an experimental group and a control group. The instruments used in this particular study included “Open-ended Questions for Scientific Creativity”; “The Questionnaire of Creative Problem-solving ICT”; “The Web-based Experimental Platform”; and, “The Semi-structured Interview”. The findings of the study indicated that students who use 10.

(23) creative problem-solving during ICT performed better; achieved higher expressional fluency, flexibility, creativity; and, had a more positive attitude towards learning. Another research from Lin (2013) mentioned that incorporating ICT teaching into special education school programs. The researcher referred to drastic changes in the larger classroom environment so that education faced some significant challenges. The study also indicated that ICT acquisition is one of the key abilities that students must have in this generation. The results showed that the teachers in special education schools encounter some different problems; and, they must use different teaching policies, educational styles, and have more patience than teachers using ICT in general schools. In sum, ICT has the capacity to integrate into different coursework, such as English, Math, Science, etc. The studies mentioned in this section found that ICT has the power to impact students’ learning in order to positively affect their learning attitude, motivation, social interaction, and creativity.. 2.1.3 Using ICT in the English-only Classroom ICT is a powerful tool useful for foreign language teaching and for promoting students’ collaborative learning efforts (Ghasemi & Hashemi, 2011; Hsu, 2011; Rahimi & Yadollahi, 2011). Teachers have used ICT and brought language and culture into their coursework. Tamo (2014) explored the effects of effectively using 11.

(24) ICT in the classroom. In that study, the researcher mentioned that teachers have changed their traditional teaching style and students’ learning style through the inclusion of ICT in the classroom. Using ICT instruments in a blended learning environment made it easier for teachers to use different ways to teach and to tutor their students more effectively. It was claimed that enjoyment is a part of effective learning for students who are using ICT. It had the possibility to increase learners’ interests, enthusiasm, and learner motivation. The results indicated that ICT improves the teaching and learning process for students who are learning foreign languages. Different types of the technologies can improve teaching and learning by enhancing teachers and students efficiency and access to different learning styles. Besides, Rahimi and Yadollahi (2011) investigated ICT use in the teaching of English as a Foreign Language (EFL). A total of 248 teachers participated in this study, and they were asked to complete a personal information form, a computer anxiety rating scale, a computer attitude questionnaire, an ICT use rating scale, and a computer literacy questionnaire. The results indicated that teachers used technology mostly in English listening, vocabulary, pronunciation, reading, grammar, and writing lessons. The foreign language teachers claimed to be familiar with the advantages of using the Internet-based application in their language classes. This finding indicated that improved EFL teachers’ technology awareness helped teachers to understand 12.

(25) different technology innovations in teaching. Furthermore, Nair et al. (2012) explored ICT and teachers’ attitudes in English language teaching. In that study, sixty teachers were selected from eight primary schools in Miri, Sarawak. The instrumentation used a questionnaire and data analysis through SPSS in the study. The results indicated that teachers using ICT as part of their teaching reported satisfaction. Moreover, students majoring in English have used ICT to enhance writing, to research information worldwide, to communicate with others and present information, to improve efficiency in their learning, to be creative and take risks, and to gain confidence. For Taiwanese students, English is seen as an additional language within the education system which requires special skills. Students who have prepared for a variety of international intercultural communication situations will be more successful in their future academic, occupation, or personal life (Ghasemi & Hashemi, 2011). In brief, there are greater effects of ICT learning for Taiwanese education, and the government keeps focusing on this issue because of its importance. The use of ICT can produce diverse, interactive and spontaneous learning, and it can create many possibilities for education to take place. Therefore, a current study of ICT learning can make a definite contribution to Taiwan’s education future.. 13.

(26) 2.2 The Types of Anxiety Experienced by Students Using ICT in Learning ICT is central to any economy and to people’s quality of life in any society because it represents an integral part of education (Olatoye, 2011). According to previous studies, many teachers continue to use ICT resources for purposes of teaching which has led to changes in students’ more traditional learning methods. Nevertheless, the use of technology sometimes promotes negative emotional states in users, such as frustration, confusion, anger, and anxiety. EFL teachers use ICT materials and activities as part of their curriculum (Rahimi & Yadollahi, 2011), and students who use these ICT materials may experience fear of the unknown along with feelings of anxiety. Thus, any investigation into the relationship between students’ computer and foreign language classroom anxiety seems logical.. 2.2.1 Definition of Computer Anxiety There have been many previous research studies which have provided a definition of the term “computer anxiety”. Computer anxiety has been conceptualized as a multidimensional construct including psychological aspects, operational components, and sociological factors (Baloğlu & Çevik, 2008; King, Bond, & Blandford, 2002). Maurer (1983) defined computer anxiety as the fear held by an individual when utilizing computer technology or actually using a computer. 14.

(27) Computer anxiety refers to a set of complex negative emotions and cognitions which evoke either a real or imaginary interaction between the computer-based technology and the user (Bozionelos, 2001, p. 213). Computer anxiety is characterized as an effective response to an emotional fear of some unspecified potential negative outcome, such as damaging the equipment or looking foolish (Sam, Othman, & Nordin, 2005, p. 206). Beckers, Wicherts, and Schmidt (2007) found that computer anxiety was a reflection of personality traits or represented a temporary status, such as an intrinsic characteristic of a person.. 2.2.2 Relevant Research Related to Computer Anxiety According to King, Bond, and Blandford (2002), computers have become an essential tool at work, school or at leisure, so that using a computer is one part of the school curriculum. For example, this study proposed that 372 seventh-graders, 314 ninth-graders, and 224 eleventh-graders from both public and private primary schools and high schools in a large city in Australia were asked to do computer anxiety index questionnaire. The results indicated that students in lower grades had more computer anxiety than those in higher grades. When the students in lower grades encountered problems using computers, they did not seem to know how to solve them. Nevertheless, the students in higher grades would self-determine ways to solve their problems. Moreover, this study also showed that the male students had significantly 15.

(28) more anxiety than female students in similar situations. Furthermore, Durndell and Haag (2002) investigated the inter-relationships among users’ computer anxiety, computer self-efficacy, attitudes to the Internet, and Internet experience itself. One hundred and fifty participants came from a university in Romania, with the data analyzed by SPSS. Results showed that male students tended to have a higher level of computer self-efficacy, lower computer anxiety, and a more positive attitude towards using the Internet than the females. In addition, Tekinarslan’s (2008) study compared differences in Dutch and Turkish university students’ computer anxiety levels relative to their given culture, gender, and previous computer experience. One hundred and six university students (52 Dutch, and 54 Turkish) participated in this research effort. The instrument used was a questionnaire to collect data, and the data was analyzed using both t-test and ANOVA. As for the results, the frequency of students’ use of computers significantly affected their anxiety levels, and the students’ computer experiences was also said to influence their level of computer anxiety. Moreover, the research from Korobili, Togia, and Malliari (2010) explored the Library and Information System Department of Technology Education Institute of Thessaloniki students’ computer anxiety levels and general dispositions towards computers. Nearly 800 students were invited to participate in this research. The 16.

(29) researchers analyzed the questionnaires using correlation coefficients. Results showed that students were not anxious toward computers and maintained a positive attitude. The main variable factors involved in this study included one’s knowledge of English language, personal computer ownership, perceived advanced computer skills and experience as reflected in regular computer use. The findings indicated that since the students have spent more time on computers, their anxiety would be reduced. In another research, Baloğlu and Çevik (2008) investigated the multivariate effect of factors (i.e., gender, ownership, and the frequency of computer use) on students’ computer anxiety level. The participants of this study included 750 Turkish high school students who were asked to complete the computer anxiety scale and the state-trait anxiety inventory questionnaires. Research indicated that the frequency of using a computer may influence a student’s level of computer anxiety. Karavidas’ et al. (2005) study examined the effects of computer anxiety and prior knowledge on self-efficacy and life satisfaction regarding retired, older adult computer users. Participants were asked to complete the satisfaction with life scale, the general self-efficacy scale, and a basic knowledge computer questionnaire. The results indicated that a reduced level of computer anxiety can increase one’s perceived life satisfaction, and these findings also mentioned that females have higher anxiety than males (Baloğlu & Çevik, 2008; Karavidas’ et al., 2005; Korobill, Togia, & Malliari, 17.

(30) 2010). Based on the studies (Baloğlu & Çevik, 2008; Durndell & Haag, 2002; Karavidas’ et al., 2005; King, Bond, & Blandford, 2002; Korobill, Togia, & Malliari, 2010; Tekinarslan, 2008) mentioned above, computer anxiety not only impacts on the basis of gender and the age, but it also influences the level of students’ computer anxiety and overall attitudes toward learning how to use a computer. Therefore, the study ultimately found that university students of different academic years are prone to produce computer anxiety by engaging in ICT learning.. 2.2.3 Definition of Foreign Language Classroom Anxiety Foreign language classroom anxiety is characterized as a conceptually distinct variable in foreign language learning. It occurs within the context of specific anxiety reactions which have an existing theoretical and empirical basis. The symptoms and consequences of foreign language anxiety should identify readily to concerns with language learning and teaching (Horwitz, Horwitz, and Cope, 1986, p. 125). Horwitz et al. (1986) claim that foreign language anxiety is a unique type of anxiety specific to foreign language learning, and they consider foreign language anxiety responsible for students’ negative emotional reactions to language learning since they had to deal with a totally foreign language and culture.. 18.

(31) In addition, Liu and Huang (2011) identified three components of foreign language anxiety in the classroom: (1) communication apprehension - a type of shyness characterized by fear of or anxiety about communicating with people; (2) fear of negative evaluation - an apprehension about others' evaluations, avoidance of evaluative situations, and the expectation that others would evaluate oneself negatively; and, (3) test anxiety - a type of performance anxiety stemming from a fear of failure.. 2.2.4 Relevant Research Related to Foreign Language Classroom Anxiety Several studies are relevant to foreign language classroom anxiety. Chan and Wu’s (2004) study investigated the foreign language anxiety of EFL elementary school students in Taipei County, participants included fifth graders from 205 elementary schools of Taipei County. A total 601 participants took part from 18 classes, and they were required to answer questionnaires (i.e., English learning experience and the Foreign Language Classroom Anxiety Scale). Results indicated that there were five situations which easily triggered off foreign language anxiety for participants: (1) tests; (2) speaking in front of others; (3) spelling; (4) incomprehensible input; and, (5) speaking to native speakers which made them felt stressed. Study results also referred to the lack of teachers’ awareness of foreign language anxiety among students. Consequently, foreign language anxiety was 19.

(32) deemed to be one of the significant factors affecting students’ learning. Therefore, it was suggested that teachers should pay more attention to students’ foreign language anxiety while performing instruction. Furthermore, Shao, Yu, and Ji (2013) explored the relationship between emotional intelligence and foreign language classroom anxiety of Chinese EFL students. There were a total of 510 students that participated in this study. Participants were required to take an English course for 3.5 hours per week over two academic years. The study used two questionnaires to collect all of the data. The results showed that emotional factors indeed affected the students’ learning of English. Teachers were expected to create constant English speaking opportunities both inside and outside of the classrooms. This method would make students increase their confidence and engagement in activities where they might use English to decrease their foreign language anxiety while they were improving their proficiency via those activities. Park and French’s (2013) research explored gender differences specific to the experience of foreign language classroom anxiety. There were 948 students who participated in an English conversation course in Korea found in this study. The result indicated gender differences in language anxiety and a possible influence of gender and anxiety on L2 performance, and reported that female students had a higher level anxiety than males, but they received better overall grades than the male students. 20.

(33) Likewise, students who experienced a high level of language anxiety received a better grade than those with a lower level of language anxiety. Therefore, it was determined that language anxiety could play a catalytic role in overall language learning. In addition, Tran, Baldauf and Moni (2013) focused on interpreting foreign language classroom anxiety status and insiders’ awareness and attitudes in Vietnam. Four hundred and nineteen students and eight teachers participated in this study. They were asked to do a questionnaire, in order to understand the detailed information the researcher asked participants for a face-to-face interview. The findings showed that students were made to become anxious and the foreign language anxiety existed as a regular phenomenon in daily EFL learning in Vietnam. However, most of the teachers taking part in this study thought foreign language anxiety existed in a fewer number of students, thus they did not take it seriously throughout their teaching efforts. Ezzi (2012) investigated the impact of students’ foreign language classroom anxiety in a Yemeni university. A total of 163 students participated in the study (84 second-year, 79 fourth-year students). The results determined that the foreign language anxiety level of female students was higher than that of male students. Gender differences strongly contributed to the increased level of foreign language anxiety among Yemeni university students in the English department. The research also pointed out the broader phenomenon of language anxiety: firstly, the use of 21.

(34) communicative methodologies implies greater demands on students to communicate using English and therefore highly exposes them to anxiety-inducing situations; on the other hand, the number of students in the English departments at Yemeni universities is so large in comparison with the number of students of other departments (p. 71). Based on the studies mentioned above (Chan & Wu, 2004; Ezzi, 2012; Park & French, 2013; Shao, Yu, & Ji, 2013; Tran, Baldauf, & Moni, 2013), the teachers’ instructional styles and students’ levels of enthusiasm and self-confidence will have a huge impact on the amount of foreign language classroom anxiety they may experience. Besides, the study found that gender and different academic years may be seen as factors which can influence university students using the foreign language in their classrooms.. 2.3 Learning Motivation toward ICT Teaching 2.3.1 Definition of Learning Motivation Students who lack learning motivation find it difficult to concentrate on a broad range of academic activities. Therefore, the definition of learning motivation used in this study must imply many different definitions of learning motivation posited by scholars. According to Brophy (1987), motivation to learn is a competence acquired 22.

(35) "through general experience, but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers) (p. 40)". As Chen and Chiu (2009) considered, learning motivation is geared toward completion of a learning goals’ journey, and it is the behavior influenced by internal factors. Moreover, Cheng (2008) referred to learning motivation as the pursuit of successful learning motive power, and to maintaining progress towards the targets of the learning process. Then, Yeh (2013) said that learners initiate their behavior by way of the specific physiological and psychological factors they encounter during the learning process, and those learners make individual decisions spontaneously to maintain the learning of motive power. Besides, the learning model derived from Pintrich and De Groot (1990) proposed that there were three motivational components evident during the learners’ knowledge acquisition. (1). Expectancy components, which include students’ beliefs about their ability to perform a task;. (2). Value components, which include students’ goals and beliefs about the importance and interest of the task; and,. (3). Affective components, which include students’ emotional reactions to the task. 23.

(36) 2.3.2 Relevant Research of Learning Motivation According to Klimova and Poulova’s (2014) study of ICT tools used in foreign language learning, motivation remains an important factor in the learning process. The results demonstrated that students’ learning conditions were completely positive and enjoyable. The study results indicated that using ICT learning practices can make students become more active during the learning procedure, develop students’ thinking abilities, and encourage teamwork. Besides, an investigation by Passey, Rogers, Machell, and McHugh (2004) related to the motivational impact of ICT on pupils showed that ICT can attract students with its more positive learning status, and impact their interest and learning attitude significantly. The findings indicated that ICT is perceived by pupils as a learning aid rather than as a means to gain a competitive advantage while learning in a classroom environment. Rhema and Miliszewska’s (2010) research explored the applications of ICT and e-learning in a higher education setting in Libya. The results found that ICT may have an impact of students’ motivation and encourages them to enjoy learning processes. However, students’ learning motivation had a factorial effect on the students’ levels of satisfaction and overall language ability. In addition, Chang and Wang (2008) study investigated the uses of teachers’ integrating ICT into their teaching at Taipei municipal vocational high schools. These studies also indicated that ICT teaching 24.

(37) should be student-centered; therefore, there were significant relationships perceptible between improving students’ correct learning motivation and teachers’ use of ICT to educate. In summary, all of the scholars found that learners keep a positive attitude and remain active by using ICT. Therefore, it can be said that learning motivation is an important factor for students, and it makes them pay more attention in the courses.. 25.

(38) Chapter Three Methodology This chapter consists of three parts: The first section presents the participants and the questionnaires used in this study. The next section describes the procedures of designing the questionnaire used in this study. The last section briefly introduces the investigative procedure used in this study.. 3.1 Research Participants In this study, the participants were English major freshmen who had taken a required computer as part of their curriculum. Two classes were chosen from the 102 academic year and another two classes were chosen from the 103 academic year. The participants come from two different years of entrance students with 225 students in total, and were composed with 64 males (28.4%) and 161 females (71.6%). Each of participants was administered two questionnaires: Computer anxiety, and Foreign language classroom anxiety.. 3.2 Instruments Two questionnaires were used to collect data in this study, one related to computer anxiety and the other related to the foreign language classroom anxiety. The computer anxiety questionnaire (adapted from Tsui, 2004) was used to investigate students’ use of computer experience and their personal level of computer anxiety. The foreign 26.

(39) language classroom anxiety scale (FLCAS) questionnaire focused on whether students felt anxious when they used ICT teaching with foreign language in classrooms and was developed by Horwitz, et al. (1986). The computer anxiety questionnaire was divided into four parts. The first part focused on the personal information (item 1 to 11) including gender, major of study, and experience of using a computer. The second part consisted of 30 items that focused on students’ computer anxiety; and, the third part had 21 items that focused on coping with computer anxiety. These items included a 6-point Likert scale and were ranged from 1 (strongly disagree), 2 (disagree), 3 (a little disagree), 4 (a little agree), 5 (agree), to 6 (strongly agree). In the last part, questions focused on students’ feedback to computer anxiety and perceived coping mechanisms. Participants were asked to provide some suggestion for computer use in school, with family, in social settings, etc. (see Appendix A). The FLCAS consisted of 33 items that reflects three things: communication apprehension, test anxiety, and fear of negative evaluation associated with the foreign language classroom. The FLCAS used a 5-point Likert scale, and ranged from 1 (strongly disagree), 2 (disagree), 3 (neither disagree nor agree), 4 (agree), to 5 (strongly agree) (see Appendix B). Hence, the Chinese version of foreign language classroom anxiety (see Appendix C) translated by Chang (2011), and Chen (2013) were adapted. 27.

(40) 3.3 Procedures When the survey was conducted with freshmen in the computer course, the researcher spent three to five minutes to explain the purpose of the study to the participants and to assist them with an understanding of the research background. Time was provided for students to fill in the questionnaires, with each questionnaire taking approximately ten to fifteen minutes to complete. The students were free to ask questions throughout the administration process if they did not understand any part of the description. The researcher remained in the classroom throughout the survey administration to answer students’ questions as needed. After collecting all the questionnaires, the data was analyzed by SPSS (Statistical Package for Social Science). First, the researcher used descriptive statistics to analyze the participants’ personal information and to determine the participants’ percentage of prior computer and Internet experience. Second, Pearson correlation was used to examine the relationships among gender, differences in academic levels, self-reported levels of perceived computer anxiety / foreign language anxiety. Next, the paired-sample t-test was used to investigate computer anxiety and foreign language classroom anxiety if any differences in gender / academic years existed. Finally, In order to further understand the main difference, thus, data analysis using the independent-sample t-test to carry out the results. 28.

(41) Chapter Four Results This chapter presents the major findings of this study. It includes the results of analyses of the survey data.. 4.1 Descriptive Statistics Analysis The total of valid respondents of computer anxiety questionnaire was 205, with 63 males (30.7%) and 142 females (69.3%). The sampling of foreign language classroom anxiety was 225 with 64 males (28.4%) and 161 females (71.6%) usable in this study. Figure 2 showed the distributive statistics, including frequencies of the demographic of the respondents, on the computer anxiety and foreign language classroom anxiety questionnaires.. Number of students. 250 200 150. Male Female. 100. Total. 50 0 computer anxiety questionnaire. foreign language classroom anxiety questionnaire. Figure 2: Demographic of computer anxiety and foreign language classroom anxiety on gender 29.

(42) In addition, Figure 3 showed that there were 99 (48.3%) students from the 102 academic year and 106 (51.7%) students from the 103 academic year completed computer anxiety questionnaire. There were 113 (50.2%) students from the 102 academic year and 112 (49.8%) students from the 103 academic year completed foreign language classroom anxiety questionnaire.. Number of Students. 115 110 105 102 Year 100. 103 Year. 95 90 computer anxiety questionnaire. foreign language classroom anxiety questionnair. Figure 3: Demographic of computer anxiety and foreign language classroom anxiety according to academic years Most university students (N=193, 94.1%) have access to computers and the Internet. Only 5.4% (N=11) of the participants who have computers but do not have Internet access. From the survey results, it can be seen that computers and the Internet play an important role for students. Table 1 showed that students who possess computers with Internet access and who have computers without Internet access are tend to have more computer anxiety. According to Tsai (2004), university students 30.

(43) with computer and Internet access have higher anxiety levels during daily life behaviors. The results indicated that students who do not have computers do not worry about using computers and the Internet. Therefore, their computer anxiety will be lower. Table 1. One-way ANOVA results of students’ possess computer and the Internet and computer anxiety N. M. Have computer and the Internet. 193. 3.06. Have computer but do not have the Internet. 11. 3.56. Do not have computer. 1. 2.43. df. F. Sig.. 204. 2.898. 0.57. Figure 4 showed the average week’s computer and Internet use. There were 7 students (3.4%) reporting less than one hour per week; 98 students (47.8%) were 1 to 10 hours; 47 students (22.9%) were 11 to 20 hours; 19 students (9.3%) were 21 to 30 hours; and, 34 students (16.6%) were more than 31 hours per week. Therefore, the results indicated that students who used computers and Internet time the least experienced anxiety the most.. 31.

(44) Number of Students. 120 100 80 60 40 20 0 Less than 1 hour. 1-10 hours. 11-20 hours. 21-30 hours. More than 31 hours. Figure 4: The average week’s usage of computers and the Internet There are ten different purposes reported for students using computers and the Internets (see Table 2), with the three highest main purposes for students from the 102 year reporting doing homework (22.2%), searching for the information (13.5%), and watching video (13.1%). Moreover, the three highest main purposes for students from the 103 year were reporting as doing homework (24.5%), watching video (15.4%), and contacting friends (12.3%). The survey results indicated that the majority of students using the computer for homework purpose. It can be said that teachers now require students to use the computer to turn in the assignments on a regular basis. Moreover, students also reported using the computer to watch videos whenever they have leisure time. Nevertheless, the differences from students in the 102 academic year is searching for information on the Internet, and students in the 103 academic year is contacting with friends were evident. This means that the development of 32.

(45) information technology has affected our daily lives to a greater extent. Table 2. The purpose of using computers and the Internet Purpose. 102 Year. 103 Year. Searching for information. 40. 13.5%. 36. 11.3%. Do homework. 66. 22.2%. 78. 24.5%. Play video games (Online games). 32. 10.8%. 23. 7.2%. Shopping. 24. 8.1%. 19. 6.0%. Leisure and entertainment. 35. 11.8%. 32. 10.1%. Send and receive e-mail. 12. 4.0%. 16. 5.0%. Contact with friends. 36. 12.1%. 39. 12.3%. Meet the new friends. 4. 1.3%. 2. 0.6%. Acquire new knowledge. 8. 2.7%. 15. 4.7%. Watch video. 39. 13.1%. 49. 15.4%. 33.

(46) 4.2 Pearson Correlation of Variables With a view to understanding the relationships among gender, academic year, computer anxiety, and foreign language classroom anxiety, the Pearson correlation was employed. Table 3 showed that [r (205) = .22, p < .001] computer anxiety and foreign language classroom anxiety was positive and there was significance present. It seems that while students’ use the English language to learn some knowledge from computers, their computer anxiety remained high, and the foreign language classroom anxiety was also experienced to be higher. Significant difference was observed between gender and computer anxiety [r (205) = -.17, p <.05] (see Table 3) which means that university students of computer courses, no matter whether male or female, will produce anxiety. There was a significant difference between male and female in their levels of computer anxiety. From the study, it was found that male students have a higher level computer anxiety than the female students.. 34.

(47) Table 3. Pearson correlation between gender, academic year, computer anxiety, and foreign language classroom anxiety. Foreign Language Academic Year Computer Anxiety Classroom Anxiety. Gender Gender. Pearson Correlation. 1. Sig. (2-tailed). Academic Year. N. 205. Pearson Correlation. .054. Sig. (2-tailed). .438. N. 205. 205. -.166*. -.009. Sig. (2-tailed). .018. .896. N. 205. 205. 205. .003. -.089. .222**. Sig. (2-tailed). .966. .206. .001. N. 205. 205. 205. Computer Anxiety Pearson Correlation. Foreign Language Pearson Correlation. 1. 1. 1. Classroom Anxiety. *. Correlation is significant at the 0.05 level (2-tailed). **. Correlation is significant at the 0.01 level (2-tailed).. 35. 205.

(48) 4.3 Paired-sample t-test Analysis of Research Variables Table 4 showed that a one-tailed paired samples t-test revealed university students gender and computer anxiety conditions. There was a significance [t (204) = 20.16, p < .005] in the score for gender (M = 1.69, SD = .462) and computer anxiety (M = 3.00, SD = .734) conditions. These results suggest that university students’ gender really does have an effect on their computer anxiety. Specifically, results imply that male students have a higher computer anxiety level than female students (Figure 5). Table 4. Paired-sample t-test results of the difference between gender and computer anxiety Category. N. M. SD. Gender. 205. 1.69. .462. Computer Anxiety. 205. 3.00. .734. 36. df. t. p. 204. 20.16. .000.

(49) Figure 5: The means plots of computer anxiety on gender. Table 5 showed that a one-tailed paired samples t-test revealed university students’ gender and foreign language classroom anxiety conditions. There was a significance [t (204) = 32.63, p ≤ .005] in the score for gender (M = 1.69, SD = .462) and foreign language classroom anxiety (M = 3.07, SD = .392) conditions. These results suggest that university students’ gender really does have an effect of foreign language classroom anxiety. Specifically, results imply that female university students have a higher computer anxiety level than male university students’ experience (Figure 6).. 37.

(50) Table 5. Paired-sample t-test results of the difference between gender and foreign language classroom anxiety Category. N. M. SD. Gender. 205. 1.69. .462. Foreign Language Classroom Anxiety. 205. 3.07. .392. df. t. p. 204. 32.63. .000. Figure 6: The means plots of foreign language classroom anxiety on Gender. Table 6 shows that the results of a one-tailed paired samples t-test revealed university students' gender and academic year conditions. There was a significance [t (204) = -3.79, p ≤ .005] in the score for gender (M = 1.69, SD = .462) and academic year (M =1.51, SD = .500) conditions. These results suggest that difference of 38.

(51) university students’ gender have an effect on their foreign language classroom anxiety. The survey detailed in Table 7 shows that male students in 103 academic year have a higher anxiety level than students in 102 academic year. Furthermore, female students in 102 academic year have a higher anxiety level than those in 103 academic year. Table 6. Paired-sample t-test results of the difference between gender and academic year Category. N. M. SD. Gender. 205. 1.69. .462. Academic Year. 205. 1.51. .500. df. t. p. 204. -3.79. .000. Table 7. Dependent variable of gender and academic year Sex. Academic year. M. Std. Error. Lower. Upper. 102 year. 3.16. .127. 2.91. 3.41. 103 year. 3.21. .133. 2.95. 3.47. 102 year. 2.93. .090. 2.75. 3.11. 103 year. 2.91. .084. 2.74. 3.07. Male. Female. Table 8 shows that a one-tailed paired samples t-test revealed the difference of academic year and computer anxiety conditions. There was a significance [t (204) = 23.82, p ≤ .005] in the score for academic year (M = 1.51, SD = .500) and computer anxiety (M = 3.00, SD = .734) conditions. These results suggest that the status of students from different academic years really does have an effect of their level of 39.

(52) computer anxiety. The results imply that students in 102 academic year have a higher level of computer anxiety than the students in 103 academic year (Figure 7). This implies that use of electronic products has been getting younger, so thus, young students will have a low level computer anxiety by using information technology. Table 8. Paired-sample t-test results of the difference between academic year and computer anxiety Category. N. M. SD. Academic Year. 205. 1.51. .500. Computer Anxiety. 205. 3.00. .734. df. t. p. 204. 23.82. .000. Figure 7: The means plots of computer anxiety on academic year. 40.

(53) Table 9 showed that a one-tailed paired samples t-test revealed the difference of academic year and foreign language classroom anxiety conditions. There was a significance [t (204) = 33.59, p ≤ .005] in the score for academic year (M = 151, SD = .500) and foreign language classroom anxiety (M = 3.07, SD = .392) conditions. These results suggest that a university students’ academic year really does have an effect of foreign language classroom anxiety. The survey indicated that university students in 102 academic year have a higher foreign language classroom anxiety level than students in 103 academic year (Figure 8). This implies that English is a global foreign language. However, young students’ language become better and better, and they are not afraid of heading towards it. Thus, their foreign language classroom anxiety will be lower. Table 9. Paired-sample t-test results of the difference between academic year and foreign language classroom anxiety Category. N. M. SD. Academic Year. 205. 1.51. .500. Foreign Language Classroom Anxiety. 205. 3.07. .392. 41. df. t. p. 204. 33.59. .000.

(54) Figure 8: The means plots of foreign language classroom anxiety on academic year. 42.

(55) 4.4 Independent-samples t-test Analysis of Research Variables In order to examine differences in gender / academic years between the computer anxiety and foreign language classroom anxiety, an independent-samples t-test was conducted. The result showed that there was a significant difference only between gender and computer anxiety. The male group (N = 63) was associated with computer anxiety M = 3.19 (SD = .79). By comparison, the female group (N = 142) was associated with a numerically smaller computer anxiety M = 2.92 (SD = .70). To test the hypothesis that the males and females were associated with statistically significantly different mean computer anxiety, an independent sample t-test was performed. As can be seen in Table 10, the male and female distributions were sufficiently normal for the purposes of conducting a t-test. Additionally, the assumption of homogeneity of variances was tested and satisfied via Levene’s F test, F (203) = 2.84, p = 0.94. The independent sample t-test was associated with a statistically effect, t (203) = 2.39, p = .018 (Table 11). Thus, the males were associated with a statistically significantly larger mean computer anxiety than the females. Table 10. Descriptive Statistic Associated with computer anxiety Gender Computer Anxiety Male Female. N. Mean. Std. Deviation. Std. Error Mean. 63. 3.1851. .79195. .09978. 142. 2.9222. .69532. .05835. 43.

(56) Table 11. Independent-sample t-test results of the difference between gender and computer anxiety Levene's Test for Equality of Variances. t-test for Equality of Means 95% Confidence Interval of the Difference. F Computer Anxiety. Equal variances assumed Equal variances not assumed. 2.835. Sig.. t .094. df. 2.392. Sig. (2-tailed). Mean Difference. Std. Error Difference. Lower. Upper. 203. .018. .26293. .10993. .04618. .47968. 2.275 106.198. .025. .26293. .11559. .03377. .49208. 44.

(57) Chapter Five Conclusion This chapter includes the summary of the study from quantitative results, conclusion from the findings of this study, an elaboration of the limitations of the study, and a presentation of recommendations for future research.. 5.1 Summary of the Study The purpose of the present study was to find out whether students experience computer anxiety and foreign language anxiety in classroom, and to determine the extent of the impact of these two types of anxiety on ICT. Based on the quantitative results presented, there are 90% students who reported having access to computers and the Internet. This is similar to finding taken from Tsui’s (2004) survey. In addition to the Taiwan Network Information Center (2014) survey, there were 77.25% of the respondents having use of computer and the Internet. It seems that computers and Internet are an integral part of daily life nowadays. No matter whether in daily life, homework, job, and interpersonal relationships, they play a vital role. Another result from students’ average per-week use of computer and Internet time, results point out that most students use their computers and access the Internet from one to ten hours per week, the total percentage is 47.8%. A survey available from the Taiwan Network Information Center (2014) indicated that most people use computers and access the 45.

(58) Internet approximately 3.25 hours on weekdays, but on holidays it is about 3.40 hours. It can be seen that most students participated in this study spend more time to use their computers and the Internet in daily lives. Through this study, we can hopefully better understand learning motivation in ICT learning of university students. In the meantime, we can also understand that foreign language instruction using ICT for university students will facilitate self-adjustment capability. For the computer anxiety factor, the results pointed out that male students experience a higher anxiety level than the female students. The findings confirm the previous studies by (Baloğlu & Çevik, 2008; King, Bond, & Blandford, 2002; Tekinarslan, 2008) when teachers used ICT teaching methods in the curriculum, whereby the male students had a higher anxiety level than the female students. Female students were reported to have a more positive attitude toward learning by computer, and they spent more time learning new things than the male students accomplished. On the other hand, the research from Durndell and Haag (2002) and Ezzi (2012) argued that female students had more computer anxiety than male students. Since most of the male students have computers or notebooks, they also tended to have higher computer self-efficacy. In addition, the results of the current study also found that students from the 102 academic year had higher computer anxiety than students from the 103 academic year. Therefore, it can be said that students access computers 46.

(59) earlier and have a higher level of familiarity with using computers do not experience higher anxiety. For the foreign language classroom anxiety factor, the results showed that the female students had more anxiety than the male students. The findings confirm the previous study by Park and French (2013), when study teachers used foreign language to teach in the classroom, the female students had more anxiety than the male students. It pointed out that although the female students had a higher level of anxiety, they received better grades in the classroom. It can seem that anxiety can play a catalytic role in language learning. According to the previous studies (Chan & Wu, 2004; Shao, Yi, & Ji, 2013; Tran, Baldauf, & Moni, 2013), researchers mentioned that foreign language classroom anxiety is one of factors to affect students’ learning, so teachers need to defend against foreign language classroom anxiety. They also suggest that students increase their confidence through activities and use more activities to use foreign language, thus decreasing their anxiety while improving their proficiency. Besides, the results in the study also found out that the students from the 102 academic year experienced higher foreign language anxiety than students from the 103 academic year. That is, nowadays, learning a foreign language has become emphasized as an important issue for globalized learning to take place. People start to. 47.

(60) learn language when they are children; thus, it can found that university students are improving their foreign language skills through the use of ICT.. 5.2 Conclusion The results obtained from the study indicated that there was a significant relationship between the students’ computer anxiety levels and their foreign language classroom anxiety in the courses. The findings also suggested that a significant gender variation was found on computer anxiety, male students reporting a higher computer anxiety than the female students. In addition, the results showed that female students had more foreign language classroom anxiety than male students. On the other hand, the findings revealed that students from 102 academic year had higher computer anxiety than students from 103 academic year. It can be seen that who possess computers getting younger and familiar with using computers. Besides, the findings also demonstrated that students from 102 academic year had high-level foreign language classroom anxiety than students from 103 academic year. It can be said that young students started to learn the foreign language while they were children. Therefore, they were not afraid of learning the foreign language. As computers become a prevalent tool in our daily lives, regardless of whether one likes to use it or not. However, ICT into education filed is a valuable opportunity. 48.

(61) for teachers and students to change the traditional teaching / learning style. In addition, it makes students have a positive learning attitude and motivation. Based on the findings located in this study, when students use the foreign language to learn ICT, it not only engenders higher computer anxiety but also higher foreign language anxiety simultaneously. Therefore, schools can help students to establish self-confidence before coming to class, so that they will not experience apprehension while using computers to acquire foreign languages.. 5.3 Limitations of the Study This study aimed to investigate whether students experience computer anxiety and foreign language classroom anxiety, and the impact of computer anxiety and foreign language classroom anxiety on ICT teaching. The survey was completed, but there were still some limitations related to the study. First of all, the investigation is confined to English major freshmen who attend one university in southern Taiwan. Therefore, the result of study is not applicable to the entire population of universities in Taiwan. Secondly, the researcher only used the quantitative methodology for purposes of investigation in the study. Although, the quantitative methodology was used as a facilitative way for collecting data, and analyzing data is quick and easy, there was a lack of the personal opinions for those. 49.

(62) involved in the study. Thirdly, the sample size included only 225 students which may limit the scope of the study.. 5.4 Recommendations The following recommendations address possibilities for the future research: First of all, ICT is a useful tool for teachers and students during foreign language instruction, thus the government should provide relevant curriculum to improve teachers’ professional competencies and to encourage teachers to use teaching platforms that will let students acquire knowledge through these sites. Secondly, the survey should be conducted in various universities and regions in Taiwan. It should include students from northern, central and southern in Taiwan, not only in southern Taiwan. Thirdly, the study only used the questionnaire to survey. Therefore, it is suggested future studies may combine both the interview and questionnaire in order to find more detailed information relevant to this study.. 50.

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