Fear Of Failure In English Language

In Thailand, students study English as a second language for more than 12 years, but this figure might not imply the competency in English skills of Thai student. Even though they spend years of studying for formal education, most of them get stick in a particular skill level and could not improve furthermore since they might not actually aware of the root causes and its effects. In order to cope with the problem, they need to understand how fear of making mistakes slow down their progress, the case studies from successful non-native English student, and a psychological aspect regarding confidence in one own capability. First of all, fear of failure could impede the progress of English development skills. This kind of fear limits the output

The first approach that successful students adopt is a deliberate practice which means having a period of focus on practicing without any distraction. This kind of practice gives more desirable result than unfocused practice along with distractions. Secondly, successful learners to receive feedback from the others. With reference to an article from wired.com, officials in Garden Grove, California, US want to encourage the citizens to strict to the speed limit during school hours. The approach of ticketing by the police could not give satisfied results, so the officials tried another approach which is installing the digital sign post that displays the speed of the car. As a result, the officials found that in average 14 percent of driver reduce the speed below the speed limit. The official concluded that by providing feedback to the drivers, they can be aware of the current speed and try to conform to the traffic rules. (“Harnessing the Power of Feedback Loops”). In short, positive feedback encourages the learner to keep doing satisfying work. In addition, negative feedback can also point out the mistakes made and give a chance to them to improve in those

Firstly, the belief that one has the capability and competency, can avoid the feeling of inferiority. When people feel inferior, their confidence is dropped and thus they are unmotivated to learn and practice English skills. Secondly, self-esteem makes students gain more positive result. According to a research paper on the topic of self-esteem and academic achievement published by the US National Library Of Medicine, the researcher conducted an experiment with two groups of students in two countries to find the correlation between academic performance and self-esteem by measuring the level of confidence and their actual performance. The result from quantitative analysis shows that self-esteem has a positive correlation with academic performance among the study groups in two different western countries. In addition, the qualitative analysis also exhibits the similar patterns in two study groups which are having a conversation that reflects the reality of their competency (“Booth, M. Z., and Gerard, J. M.”). Finally, confidence in oneself makes students become more positive. For example, when you speak confidently with the native speaker and they try to correct your mistake, you will gratefully accept it without losing the much self-confidence. Briefly, confidence in oneself is a favorable characteristic for English