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Appendix 202（第1页）

Appendix202

Table4。ClassifiofAttitudeGroupsBasedonGAMScores

Note。GAM=GeudeMeasure。

Inmyopinioyisive。Ifwefeelaudyhardertoovereit，itispositive。However，almostallayocesmakeusfeelboredwithstudyingEnglish，andwanttoabandonEnglish，becewehave，nomotivatiostudywell。（Dao，Aut，L40-43）

Similarly，Quansharedhisview:“InmyopiniostudyingEnglishhastwosides，bothbenefidharmful;however，thebad，harmfulsidedominates”（Quan，Aut，L44-45）。Tuyetaffirmedherunfavourableattitudetlish:“Despitebeiudentsyablishistheoalsoformas”（Tuyet，MA，Aut，L35-36）。

Thirty-fourstudeohaveamixedattitudetowardsFLAwhentheyemphasisedbothitsfagais。Forexample，aymadelearningEnglishmorediffidstressfulf，butitalsomadehimfocusmoreonstudying:

Iime，itwasthealishthatpushedmetofostudyingmaiisdifferentfromordinarydays，whenIhavenoanxiousfeeliudyEnglish。（Long，Int，L65-67）

Takingitmenerally，edaymadelearningmoredifficult，buttheyalsosupposedthatifstudentsdidnotfeelanxiousatall，theymightthinktheyweregoodenoughatEnglishanddidudy，thusmakinghatayimpliedstudestudies，whereasforthosewhodidnotfeelanxiousitmightmeantheyhadabandonedEFLlearning。Infact，itcouldbedeterminedfromDugofhisaDuotfeelhighlyanxiousbecausehedidnotcaremuchaboutEFLlearning:“IdoudyingEnglish，soImaiocopewithexams。Mytargetistopasstheexamsonly，Idomutheresults，thereforeIdonotfeelveryanxious”（Duc，Aut，L5-8）。ThisvieortedbyTrong，whoassumedthatoedtostudyseriously，theywouldunavoidablyexperienypressuresandthat，“isuccess，itseemsthatwehavetoenduresiderablepressures”（Trong，Aut，L38-39，59）。

FourstudeobemorepositivetowardsFLAbecausetheyemphasisedthepositiveativeeffectsofFLA。Agtothesestudents，FLAwasnotharmful，butbenefibecauseitmotivatedthemtostudyharder。NotthepositiveeffectsofFLAoheyalsopoihatayhadapositiveimpaeverystudent。ThisviewwasrefleThanh’sresponse:

Int:Inyouropinion，howdoesEFLAaffets?

ThastudyingEnglishhasverygoodimpastudents。Particularly，studeospeudying，enriowledgeonEnglish;activelypractiselistening，speaking，reading，writingskills，etc。Thesewillhelpstudentsenhanglishprofiordertouseioapplyinfuturejobs。。。。Inmyanxiousfeelingoe，ithasgoodeffeystudyresult，becausetheaymakesmereisethatIhavetotrytostudymoreiosupplementtheknowledgeIlack。

（Thanh，Int，L58-64，81-83）

Althoughthesefourstudentsdidhedetrimescausedbyhighlevelsofaheyfothefagsideofafortstoimprlishproficy，whichwas，fromtheirpointofview，nedimportaure。Forexample，Trungexplained:

MyayorytostudyEnglishmore，notgmetoudyingEhinkEnglishisveryneyfuturewhenIgraduateandapplyforjobs。AndwithoutEnglishproficy，opportunitiesforfurtherstudiesforprofessioarefarfromfeasible。（Trung，Aut，L45-49）

TrungwasstroheroleofEnglishforhisfuture，thereforeayplayedtherhimtopaymoreattentiontohisEFLlearning。

Insummary，theanalysisofthestudentGAMfoundvariabilityis’attitudestowardsFLA。Detailedanalysisofthestuderansdautobiographieselaboratedonthisfinding，indigthatalmostallofthestudentssideredalevelofFLAtobenatural，andtheyaowledgedboththegoodandthebadaspectsofFLA。However，thestudeheirjudgmentsonrevailedandhlyoneprevailedovertheother。Specifically，whereas52。7%hadexplicitattitudes（maiowardsFLA，47。3%hadamixedattitudetowardsit。

Teachers’attitudestowardsFLA。Theanalysisofteachers’attitudestowardsFLAwasbasedoafromeightteaterviets。RelevaiooashoerceivedthenatureofFLAaheyhadapativeviewaboutit。

Agtoalloftheteaxietywasahatwasiiudentintheirfuagelearning。Forexample，Baaywasaiosfounditdifficulttoadaptteorcourserequirements，aed:“Thatstudentshaveanxiousfeeliural。Approaewtextbooksdifferentfromthoseathighsewteaewordifferentteagmethods，etc。，allthesefactorsxietymoreorlesstostudents”（t，L21-25）。RegardlessofthereasoudeheseteacherspostulatedthataalevelwasnaturalinEFLlearning。

WheheirfeelingstowardsFLA，theseteachersemphasisedboththefagaisofFLA。Forexample，Quesaid:

TosomeexteEnglishlanguagelearivewheslosetheiriahusiasminlearningEnglish。However，somestudentstheirEnglishprofithatfirstaheyknowwhatleveltheyareinauage。（Que，Int，L33-36）

&ressedthatacausebothpositiveaiveeffects。Similarly，Baed，“Ayeitherbeamotivationtopushstudentstotrymoreorcreatemorepressuretostudentsinlearning”（Bang，Int，L34-35）。AlthoughtheseteacherswereFLA，pergthatitmightcausedetrimeudentsiftheirdegreeofaywashigh，theyalsobelievedaycouldbeasigstudies:“Tosomeextent，itisgoodbecausetheyatleastcareablishlanguagelearhanignit”（Uyen，Int，L17-18）。

Agtotheseteachers，ifstudentsdidnotfeelanxiousatall，itwaslikelythattheydidEFLlearning。Forthem，thosestudentswhodidnotwanttostudyEobeanxiousatall，whereasthosewhofeltanxiousandsoughthelpfromteacherswerelikelytobeseriousab。ThisviewwasrefleVy’srespoudentsareseriousabafuageasimportahedegreeofayishigherthanlazyones”（Vy，Int，L13-14）。Giveanglish，studentsweresupposedtobeseriousinlearningEnglish。Inthisseywasfavoured。Forieoftensionisnecessary，especiallyfornot-very-hard-wstudents”（，L36-37）。

Assuch，alloftheteasideredFLAtobebothfagaingdependingoherewasodetermiheyjudgedeierviewsiheteachershadamixedattitudetoressingbothpositiveaiveentsaboutit。

PLIS

ThisstudyexploredtheexistenceofFLAinamesenon-EnglishmajorstudentsandsoughtahequestionsaboutwhetherEFLstudentsahekeystakeholdersintheEFLlearningandteagprocess，wereawareoftheexistenceofFLAasaphenomenoninEFLlearniheyhadapativeviewofit。Severalsbedrawnfromthefindingsofthisstudy。

First，theresultsobtaiheFLCASshoopulatioshadahighlevelofaEFLlearning。Itwasevehanmaionsthathadpreviouslybeenstudied。Basedonthisfinding，FLAwasshowasaphenomenoninEFLlearninamasauageayresearch。

Sed，giveaedtoFLAreseartheliteratureandthehighlevelofFLAinthispopulatiosandteacherswereexpectedtobeawareoftheexistenceofFLA。TheresultsobtaiheGBMihestudeedlearningEFLmademasfeelanxious。Thatis，theywereawareoftheexistenceofFLAaasaphenomenoninEFLlearning，notjustpartoftheirletolearnafuage。Thisfindingwasobtainedfrom419studentsofdifferentmajors，fromvariousplacesin，andwithdifferentstartingpointsintimeflish，thushavingreasonablegeneralisability。Thisresultwasalsocorrobhtheanalysisof18studeranscripts，whicluded6HA，6MA，and6LAstudents。Thisprovariationsamplioassumethefindingswerereasonablystable（D?ornyei，2007）。TheanalysisofthestuderanscriptsrevealsthatalmostallofthestudentsbelievedFLAexistedinalargeudents。MostofthemsideredFLAasaseriousproblemthatobemahiswasaligheactualsituationofFLAasideheFLCASmeasure。However，thereseemedtobeamismatstudents’andteachers’persofthespreadayofFLA。ThestudeosiderFLAtobemoreseriousthaeachersdid。BasedontheanalysisoftheteacherGBMaranscripts，mostoftheteacherswereawareoftheexistenceofFLA，buttheysideredittoexistinonlyasmalludents。MostoftheteachersdidnotsiderFLAasaseriousproblem;theythereforehadakenitintoatheirteag。Thedisthestudents’andteachers’beliefsaboutFLAandthefindingabouttheexistenceofFLAobtaiheFLCASsuggestthattheseteaderestimatedtheimportahisissue。

Third，theaudents’audestowardsFLAfouadegreeofFLAwasnaturalforstudentslearhisisinacewiththepositionthatayis“partofourexistence”（Bigdeli&Bai，2009，p。108）andthatfuagelearningis“rarelywithoutayofsomekind”（Jones，2004，p。30）。However，theteadedtohaveamorepositiveattitudetowardsFLAthas。WhereasnearlyhalfofthestudentsexpressedalyunfavourableattitudetowardsFLA，alleightteachersexpressedamixedattitudetowardsit;thatis，theyteosiderFLAtobebothgoodandbadforstudentswithoutemphasisireme。Althoughtheteachers’viewwasnotnecessarilywrong，beearlyhalfofthestudentsstillemphasisedthedebilitatingsideofFLAoveritsfagside，theseteachersdidouhefullimpactofFLAoispossiblethatFLAhasbothpositiveaiveeffelearning，butgiventhatnearlyhalfofthestudentsstillhadaiveviewofFLA，thisimpliesthatthelevelofFLAwasstillbeyorol，thusgmativethas。

PedagogicalImplis

&hesefindings，thisstudysuggeststhattheprevalehathasbeeediuredoesnotguarafuagestudentsandteachersareawareofit。BecauseteachersplayasupportiveandguidihefuageteadlearheyshouldpaymoreattentioaenceofFLAisaheirkFLA。Inplanningcurriculum，teaorerespoudeiesandneeds。Beingmorerespoeachersbothuheirstudeosupportstudentsinmaythroughdesigningappropriatelearningactivities。Bydoingso，teacherswouldbeabletobuildasupportivelearninge，whichisbelievedtoreduxietylevels（p;Dereshiwsky，2001;Ewald，2ersen&Horwitz，2002;Tallon，2009;VonW?orde，2003）aearichtheirteagexperieooptimisetheirrole。

LimitationsandImplisforFutureResearch

ThisstudyfoundahighlevelofFLAamopopulatiohefaadethesestudentsfeelsoanxiousaboutEFLlearobeuherthesefactorsarerelatedt，performauralfeaturesshouldalsobeuherreseareedstobedooors。Inaddition，sofartherehasbeenlimitedresearFLAi;therefore，wedonotknowiftheunusuallyhighlevelofFLAfoundinthisstudyistypiesestudents。MoreresearFLAwithstudentsofdifferentmajorsshouldbeusefulingthisquestion。

TheawarenessofFLAamoudentsahestudywasexamiheirperceivedexistenceofFLAoudentsandteachersareawareoftheelementsofFLA，ingitspossiblesources，effedmaegies，obeexamihisawareobeuoodadequately。

InadditioFLAhasbeenthefoerousstudies，manyofwhichhavefousdetrimehereisnodoubtthateffortsshouldbemadetofindsolutioheseeffects。However，withalloftheteathisstudyregboththefagaisofFLA，andhalfofthestudentshavingbothpositiveaiveviewsofFLA，wesuggestthatthefagsideofFLAisalsoworthattentiolimitedresearchhasexamiatingsideofFLA，inadditiontofindingsolutionstoreduceFLA，futureresearanagingFLAshouldalsofindwaystotakeadvahepositiveeffectsofFLAoeadlearning。