Country Studied: Finland
Area of Focus: LD and Anxiety
Type of learning difficulty the Case Study is supporting:
- Social or emotional difficulties
Aims and objectives of Case Study
According to MacIntyre (as cited in Dörnyei, 2005: 200) language anxiety is a negative emotional experience when one is learning or using foreign language. Stress, nervousness, and uncertainty are common feelings that are associated with language learning anxiety. Language anxiety is defined as “the feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening, and learning” (MacIntyre and Gardner, 1994: 284). For instance, one of the most common situations where people feel anxious is when they need to perform in front of others (Ellis, 1992). Language anxiety is considered to be social anxiety, since it occurs mostly in social and communicative situations (MacIntyre, 1995).
Short description of Case Study
Difficulties in language learning can be related to, for instance, reading, writing, listening, and speaking. One may have problems with vocabulary, difficulties in finding words and processing texts, and also difficulties in listening comprehension (Westwood, 2001). Also, one may have poor memorization skills or have anxiety in the classroom that affects their academic performance (Otanjac, 2016). Difficulties in these areas of language learning can easily be mixed with language learning difficulties, such as dyslexia. There is a fine line between difficulties and disabilities that makes it difficult to define them.
3 Key learning Principles that were used in this Case Study to support learners with LD
- Clearly label equipment, tools, and materials, and use color-coding.
- Consider alternate activities/exercises that can be utilized with less difficulty for the student, while maintaining the same or similar learning objectives.
- Review relevant material, preview the material to be presented, present the new material, and then summarize the material just presented.
Strategies used as part of Case Study
- Adapting instruction to various learning styles
- Individualized Learning Plans.
- Guidance on creating and implementing individualized learning plans.
- Collaboration with support services and professionals.
- Strategies for modifying or creating teaching materials to suit different abilities.
- Creating a positive and supportive classroom environment.
- Other:
- Provide a peer tutor or assign the student to a study group.
- Allow the student to use a tape recorder.
- Use specific language and state expectations.
Results and impact
The survey included open questions, where the students could explain in their own words why they feel anxious in these different situations. Speaking English in front of the class was mentioned multiple times. In these situations, the fear of making mistakes is the main reason for anxiousness. These mistakes include grammatical mistakes and mistakes in pronunciation. In addition, students are under pressure when they know that others are listening. Then they begin to wonder what their peers will think of them and their language skills. As mentioned before, language anxiety is common when performing in front of other people. In these situations, students are usually most afraid of other students’ negative opinions, giving wrong answers, or being laughed at.
Why can this Case Study be useful for project research?
Interestingly, the connection between anxiousness during lessons and learning difficulties is not clearly shown in the results. The students were asked that if they experience difficulties in learning English, does it increase their anxiousness in class. 40% of the respondents mentioned that experiencing difficulties never increases anxiousness (Figure 5). Only 8% answered that it often increases anxiety and 12% answered that it almost always increases anxiety.
Transferability
There is a need to have mental health specialists, especially in schools, to prevent such situations of intense anxiety in order to reassure them.
Resources used as part of Case Study
The results showed that most students experience anxiousness in class when they need to speak in front of their peers or in front of the teacher. The fear of embarrassing oneself by saying something incorrectly or pronouncing words wrong is the most common cause for anxiousness. Many students were concerned about other students’ opinions. It is easier to speak English in small groups or in pairs, since not so many are then listening. Thus, the fear of failing is not that high in smaller groups. In addition, these situations are usually more conversational where everyone have to speak. Whereas when one is speaking in front of the class or answering the teacher’s question out loud, others are listening and focuses on just one person.
Critical issues
Surprisingly, this study showed that the connection between language learning anxiety and language learning difficulties is not that clear. Most respondents mentioned that they do experience anxiousness at times. Also, they recognize if they have difficulties in learning English and what kind of difficulties. In fact, there is a minor contradiction in the results. As mentioned in the analysis part, 40% of the students feel that if they experience difficulties in some area of language learning, it does not increase anxiety in class. Only 8% answered that it often increases anxiety and 12% answered that it almost always increases anxiety. However, the results show that uncertainty about their own language skills causes nervousness among students. Then they get anxious when they have to speak in front of others. In other words, there is a connection between the experienced difficulties and anxiety, but the students do not necessarily notice it themselves.
Any additional learning that we can take from this Case Study, example:
When it comes to teaching, it is important for teachers to acknowledge the situations where students feel anxious and what are the reasons for it. Also, knowing what kind of language learning difficulties students may have and how these difficulties appear is beneficial. It is meaningful to hear students’ perceptions about this topic, since it can help teachers to take these factors into account when planning lessons and activities.
