Exploring the Correlation Between Speaking Anxiety and English Oral Performance Among Nursing Students Using a Genre-Based Approach

Hendra Putra; Rudi Hartono; Januarius Mujiyanto; Yuliati

doi:10.29408/veles.v9i2.30306

Authors

Hendra Putra Universitas Negeri Semarang, Indonesia
Rudi Hartono Universitas Negeri Semarang, Indonesia
Januarius Mujiyanto Universitas Negeri Semarang, Indonesia
Yuliati Universitas Negeri Semarang, Indonesia

DOI:

https://doi.org/10.29408/veles.v9i2.30306

Keywords:

ESP students, anxiety level, genre-based approach, speaking performance

Abstract

Speaking anxiety can impair nursing students’ ability to communicate effectively in English, especially in academic and clinical settings. This study examines the relationship between speaking anxiety levels and speaking performance among nursing students within a genre-based framework. The research was conducted at a private university in West Sumatra, Indonesia, involving all 33 third-year nursing students through total sampling. Using a quantitative one-group pretest–posttest design, data were collected with the Foreign Language Classroom Anxiety Scale (FLCAS) and speaking performance tests, then analyzed using Pearson’s product-moment correlation via SPSS 21. The results showed a weak positive but non-significant correlation between speaking performance and overall anxiety levels (r = 0.196, p = 0.309). Further analysis by anxiety categories revealed: (1) a very weak, non-significant correlation among students with high anxiety (r = 0.094, p = 0.772; n = 12); (2) a very weak, negative, non-significant correlation among students with moderate anxiety (r = –0.141, p = 0.698; n = 10); and (3) a moderate, but non-significant, positive correlation among students with low anxiety (r = 0.549, p = 0.202; n = 7). These findings suggest that, although some patterns are identifiable, speaking anxiety does not consistently or significantly impact students’ speaking performance. The study emphasizes the importance of considering individual differences in anxiety when developing genre-based speaking instruction for nursing education.

References

Abbaszadeh, Z. (2013). Genre-based approach and second language syllabus design. Procedia - Social and Behavioral Sciences, 84, 1879–1884. https://doi.org/10.1016/j.sbspro.2013.07.052

Aichhorn, N., & Puck, J. (2017). “I just don’t feel comfortable speaking English”: Foreign language anxiety as a catalyst for spoken-language barriers in MNCs. International Business Review, 26(4), 749–763. https://doi.org/10.1016/j.ibusrev.2017.01.004

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78(2), 155–168. https://doi.org/10.1111/j.1540-4781.1994.tb02026.x

Akaraphattanawong, A., Hongsiriwat, A., & Methakunavudhi, P. (2024). Fear, apprehension, and evaluation: exploring the sources of English language anxiety in Thai graduate students. European Journal of Education Studies, 11(10). https://doi.org/10.46827/ejes.v11i10.5531

Al-Khotaba, H. H. A., Alkhataba, E. H. A., Abdul-Hamid, S., & Bashir, I. (2019). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal, 10(4), 313–329. https://doi.org/10.24093/awej/vol10no4.23

Alqurashi, F. (2016). English for medical purposes for Saudi medical and health professionals. Advances in Language and Literary Studies, 7(6). https://doi.org/10.7575/aiac.alls.v.7n.6p.243

Alrabai, F. (2014). A model of foreign language anxiety in the Saudi EFL context. English Language Teaching, 7(7). https://doi.org/10.5539/elt.v7n7p82

Aubrey, S. (2022). The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.968946

Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Longman.

Castillejo, S. P. (2018). The role of foreign language anxiety on L2 utterance fluency during a final exam. Language Testing, 36(3), 327–345. https://doi.org/10.1177/0265532218777783

Chan, S. M. H., Mamat, N. H., & Nadarajah, V. D. (2022). Mind your language: The importance of english language skills in an International Medical Programme (IMP). BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03481-w

Chou, M. (2018). Speaking anxiety and strategy for learning English as a foreign language in full and partial English‐Medium instruction contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge.

https://doi.org/10.4324/9781315456539

Corrizzato, S., & Goracci, G. (2013). English for nursing: The importance of developing communicative competences. Journal of Teaching English for Specific and Academic Purposes, 1(2), 177–184.

Creswell, J.W. and Creswell, J.D. (2018) Research design: Qualitative, quantitative, and mixed methods approaches. Sage, Los Angeles.

Dvořáčková, V. (2024). A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients. Discourse and Interaction, 17(1), 30–50. https://doi.org/10.5817/di2024-1-30

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5, 1-4.

https://doi.org/10.11648/j.ajtas.20160501.11

Fadliah, U., & Sugirin, N. (2019). Developing English speaking materials for nursing students. Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). https://doi.org/10.2991/iccie-18.2019.87

Farahian, M., & Rajabi, Y. (2022). Quality of ESP courses for nursing students: Expectations and challenges. Future of Medical Education Journal. https://doi.org/10.22038/fmej.2022.50503.1346

Field, A. (2013) Discovering statistics using IBM SPSS statistics. SAGE Publications Ltd.

Finch, A. (2013). Caring in English: ESP for nurses. International Journal of English Language Teaching, 1(1). https://doi.org/10.5430/ijelt.v1n1p1

Gunawan, J., & Aungsuroch, Y. (2015). Indonesia health care system and Asean economic community. International Journal of Research in Medical Sciences, 1571–1577. https://doi.org/10.18203/2320-6012.ijrms20150231

Hajjar, S. T. (2018). Statistical analysis: Internal-consistency reliability and construct validity. International Journal of Quantitative and Qualitative Research Methods, 6(1), 27-38.

Hafner, C., and Miller, L. (2019). English in the disciplines: A multidimensional model for ESP course design. London: Routledge.

Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(2), 109-126.

Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164.

Hyon, S. (2017). Introducing genre and English for specific purposes (1st ed.). Routledge. https://doi.org/10.4324/9781315761152

Ismail, S., Isa, H. M., Zakaria, N. N. N., Rahmat, N. H., Idris, N., & Taib, N. a. M. (2022). Foreign Language Classroom Anxiety Scale (FLCAS) working title: What causes foreign language anxiety? International Journal of Academic Research in Business and Social Sciences, 12(8). https://doi.org/10.6007/ijarbss/v12-i8/14534

Khan, S. M. (2015). Influence of speech anxiety on oral communication skills among ESL/EFL learners. Advances in Language and Literary Studies, 6(6). https://doi.org/10.7575/aiac.alls.v.6n.6p.49

Khatibi, M. B. (2014). The effect of genre-based teaching on EFL learners’ speaking performance. Iranian Journal of Research in English Language Teaching, 2(1), 38-52.

Krinis, A. (2007). Foreign language anxiety: A presentation to Greek language teachers.

Kusumaningrum, W. R. (2015). Genre-based approach to promote learners’ critical thinking skills. Transformatika, 11(2), 96–107. https://doi.org/10.31002/transformatika.v11i2.216

León Pérez, I. & Martín-Martín, P. (2016). On the importance of a genre-based approach in the teaching of English for Medical Purposes . Language Learning in Higher Education, 6(1), 95-117. https://doi.org/10.1515/cercles-2016-0005

Lu, Y. (2018). What do nurses say about their English language needs for patient care and their ESP coursework: The case of Taiwanese nurses. English for Specific Purposes, 50, 116–129. https://doi.org/10.1016/j.esp.2017.12.004

Lum, L., Dowedoff, P., Bradley, P., Kerekes, J., & Valeo, A. (2014). Challenges in oral communication for internationally educated nurses. Journal of Transcultural Nursing, 26(1), 83–91. https://doi.org/10.1177/1043659614524792

Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.

https://doi.org/10.1017/CBO9780511733017

Malik, S., Qin, H., Soomro, M. A., & Oteir, I. (2021). Detecting perceived barriers in FLSA: The socio-psycholinguistic study of EFL university learners. Advances in Language and Literary Studies, 12(1), 34. https://doi.org/10.7575/aiac.alls.v.12n.1.p.34

Marpaung, N. R., & Fithriani, R. (2023). English speaking anxiety among Indonesian junior high school students: Unveiling causes and solutions. TELL-US JOURNAL, 9(1), 146–163. https://doi.org/10.22202/tus.2023.v9i1.6678

Megria, N. W. (2020). Promoting EFL fluency and accuracy skills of secondary school students using genre- based approach. Egyptian Journals, 31(12304), 49–75. https://doi.org/10.21608/jfeb.2020.173854

Mićić, S. (2013). Languages of medicine – present and future. JAHR, 4(7), 217–233.

O’Neill, F. (2011). From language classroom to clinical context: The role of language and culture in communication for nurses using English as a second language. International Journal of Nursing Studies, 48(9), 1120–1128. https://doi.org/10.1016/j.ijnurstu.2011.02.008

Palaleo, J. J. P., & Srikrajang, J. (2018). English anxiety among Thai nursing students of Boromarajonani college of nursing, Nakhon Lampang, Thailand. Asian Journal for Public Opinion Research. https://doi.org/10.15206/ajpor.2018.5.3.250

Peters, P., & Fernández, T. (2013). The lexical needs of ESP students in a professional field. English for Specific Purposes, 32(4), 236–247. https://doi.org/10.1016/j.esp.2013.05.002

Philip, S., Woodward‐Kron, R., & Manias, E. (2019). Overseas qualified nurses’ communication with other nurses and health professionals: An observational study. Journal of Clinical Nursing, 28(19–20), 3505–3521. https://doi.org/10.1111/jocn.14942

Putra, R. M. (2019). A study on ganre-based approach in teaching speaking to Indonesian EFL learners. Pedagogy Journal of English Language Teaching, 7(1), 1. https://doi.org/10.32332/pedagogy.v7i1.1418

Rajasa, G. (2018). Indonesian EFL nursing students’ learning process: Obstacles & expectations. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(2), 133. https://doi.org/10.21093/ijeltal.v2i2.96

Reynolds, B., Zhang, X. & Ding, C. (2023). A mixed-methods study of English vocabulary for medical purposes: Medical students’ needs, difficulties, and strategies. Applied Linguistics Review, 14(3), 643-678. https://doi.org/10.1515/applirev-2020-0119

Schkinder, K. (2024). The crucial role of English language in intercultural communication within global healthcare. International Science Journal of Education & Linguistics, 3(1), 63–68. https://doi.org/10.46299/j.isjel.20240301.07

Suharyadi, S., Widiati, U., & Basthomi, Y. (2021). Exploring EFL teachers’ new pedagogical content knowledge of genre-based approach. English Review Journal of English Education, 10(1), 1–14. https://doi.org/10.25134/erjee.v10i1.5348

Sujana, I. M., Waluyo, U., Fitriana, E., & Suryani, D. (2020). SKDI-based needs analysis for designing English for students of medicine in Indonesia. International Journal of Language Education, 209–221. https://doi.org/10.26858/ijole.v4i2.13489

Taber, K. S. (2017). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2

Tachom, K. (2014). Researching innovation in task-based teaching: Authentic use of professional English by Thai nursing students (Doctoral dissertation). University of Southampton.

Triastuti, A., Madya, S., & Chappell, P. (2022). Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents. Indonesian Journal of Applied Linguistics, 12(1), 1–15. https://doi.org/10.17509/ijal.v12i1.46563

Tsang, A. (2022). The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency. Language Teaching Research. https://doi.org/10.1177/13621688221102522

Tweedie, M. & Johnson, R. (2022). Medical English as a Lingua Franca. Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110697025

Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia - Social and Behavioral Sciences, 116, 2620–2624. https://doi.org/10.1016/j.sbspro.2014.01.623

Zhang, X., Dai, S., Ardasheva, Y., & Hong, Y. (2023). Relationships among English language proficiency, self-efficacy, motivation, motivational intensity, and achievement in an ESP/EAP context. Journal of Psycholinguistic Research, 52(6), 3019–3038. https://doi.org/10.1007/s10936-023-10034-9