Essay --

It is widely known that in EFL learning situations, many students â€Å"exhibit fear of foreign language speaking† (Yaikhong & Usaha, 2012, p. 23). In Asian countries, EFL learners suffer even more in language classroom anxiety because of insufficient language environment. According to Scovel (1978), anxiety in language learning is â€Å"a state of apprehension, a vague fear† (p. 134). Such anxiety may exist in many aspects of language learning process. Language classroom anxiety is one of the most common concerns. Many researches showed that students’ classroom anxiety will greatly affect their language learning effect (Young, 1986; Horwitz & Young, 1991; Phillips, 1992; & Aida, 1994). For example, Wariyachitra (2003) stated that classroom anxiety will reduce students’ motivation in communication, and if students avoid interaction in English, they will not succeed in learning the target language. Arnold and Brown (1999) believed that anxiety might be the most important reason that causes obstruction of language learning. Another researcher Boonkit (2010) did a research in Thai, and the result revealed that the undergraduate students are not confident enough to communicate in English, even in language classrooms. These findings tell us many EFL students are lack of communication opportunities, which are very crucial to their language learning, because they dare not use the language. In the learning process, this classroom anxiety is the key element that causes students’ lack of confidence and poor language performance. In China, situations are quite the same. Reading, writing, even listening are always much easier for Chinese EFL learners, and Speaking is always the most suffering course. People don’t have chance to speak English in their ... ...age skills and cognitive abilities. Harris, etc. believed that students with speaking anxiety will â€Å"often avoid anxiety-producing social or performance situations†, because they don’t know how to change their negative response in such situations, if they cannot avoid such situations, the will suffer a lot (2002, p. 543). The problem is what will happen after they repeated suffering and practice? Can they improve themselves with proper training and sufficient practice chances? Few researchers have done investigation in this field. In this study, I will try to answer the following question based on previous researches and a survey: a) Can EPS tasks lead to EFL students’ language classroom anxiety reduction? b) Can EPS tasks lead to EFL students’ language public presentation improvement? c) Is there any relation between students’ anxiety level and language performance?

Baseball Stats

Appendix Data Set Howell and Huessy (1985) reported on a study of 386 children who had, and had not, exhibited symptoms of attention deficit disorder (ADD)—previously known as hyperkinesis or minimal brain dysfunction—during childhood. In 1965 teachers of all second-grade school children in a number of schools in northwestern Vermont were asked to complete a questionnaire for each of their students dealing with behaviors commonly associated with ADD.Questionnaires on these same children were again completed when the children were in the fourth and fifth grades and, for purposes of this data set only, those three scores were averaged to produce a score labeled ADDSC. The higher the score, the more ADD-like behaviors the child exhibited. At the end of ninth grade and again at the end of twelfth grade, information on the performances of these children was obtained from school records. These data offer the opportunity to examine questions about whether later behavior can be predicted from earlier behavior and to examine academically related variables and their interrelationships. A description of each variable follows. †¢ ADDSCAverage of three ADD-like behavior scores †¢ GENDER1 = male; 2 = female †¢ REPEAT1 = repeated at least one grade; 0 = did not repeat †¢ IQIQ obtained from a group-administered IQ test †¢ ENGLLevel of English in 9th grade: 1 = college prep; 2 = general; 3 = remedial †¢ ENGGGrade in English in 9th grade: 4 = A, etc. †¢ GPAGrade point average in 9th grade †¢ SOCPROBSocial problems in 9th grad: 1 = yes; 0 – no †¢ DROPOUT1 = dropped out before completing high school; 0 = did not drop out The data are available at http://www. uvm. du/~dhowell/fundamentals7/DataFiles/Add. dat ASRIEEGSD DEEQ NN P0R DX PGG AC O S EL G PP C A RO TOU BT 45 10111232. 6000 5010102232. 7500 4910108244. 0000 5510109222. 2500 3910118233. 0000 6811 79221. 6701 6911 88222. 2511 5610102243. 4000 5810105311. 3300 4810 92243. 5000 3410131243. 7500 5020104132. 6700 8510 83232. 7510 4910 84222. 0000 5110 85232. 7500 5310110222. 5000 3620121143. 5500 6220120232. 7500 4620100243. 5000 5020 94222. 7511 4720 89123. 000 5020 93243. 2500 4420128243. 3000 5020 84232. 7500 2920127143. 7500 4920106232. 7500 2610137233. 0000 8511 82321. 7511 5310106232. 7510 5310109221. 3300 7210 91220. 6700 3510111222. 2500 4210105221. 7500 3710118243. 2500 4610103321. 7500 4810101133. 0000 4610101333. 0000 4911 95233. 0000 6511108233. 2500 5210 95332. 2510 7511 98211. 0001 5810 82232. 5001 4320100133. 0000 6020100232. 4000 4310107122. 0000 5110 95222. 7500 7011 97232. 6711 6911 93222. 0000 6511 81122. 0000 6320 89221. 6700 4420111243. 0000 6121 95211. 5001 4020106243. 7500 6220 83310. 6700 5910 81221. 000 4720115144. 0000 5020112233. 0000 5020 92232. 3300 6520 85221. 7500 5420 95323. 0000 4420115243. 7500 6620 91242. 6711 3420107143. 5000 7420102200. 6700 5721 86332. 2500 6020 96133. 0010 3620114233. 5000 5010105221. 7 500 6010 82211. 0000 4510120233. 0000 5510 88211. 0001 4410 90132. 5000 5720 85232. 5000 3320106143. 7500 3020109143. 5000 6410 75321. 0010 4911 91232. 2500 7610 96221. 0000 4010108232. 5000 4810 86232. 7500 6510 98220. 7500 5010 99221. 3000 7010 95211. 2500 7810 88331. 5000 4410111223. 0000 4810103212. 0000 5210107222. 0000 4010118222. 5000

Organizational Success From Three Different Perspectives

Introduction Delery and Doty (1996) examined organisational success from three different perspectives: universality, contingency, and configurational. The universality perspective asserts that it is possible to have some common or best practices in the area of organisational performance without the consideration of strategy. Much of the early research conducted on HPWPs stemmed from this perspective in which researchers surveyed many organisations of the same industry to determine which practices worked best for all. From the contingency perspective, an organisation governs its human resources practices. A configurational approach takes a more synergistic spin when dealing with organisational performance and its relationship to human†¦show more content†¦Statement of the Problem To date, although the results of HPWP research have been generalised to other industries, they have not been tested in the multilevel marketing (MLM (Multilevel marketing) industry; therefore, a gap exists in measuring the effect that HPWPs have in the MLM industry. Purpose of the Study The purpose of the study was to evaluate whether HPWP results could be generalised to the MLM industry by examining the relationship between HPWPs (the independent variable) and distributor success (the dependent variable). This would constitute a modification from HPWP studies in other industries, which have thus far focused primarily on the relationship between HPWPs and organisational success. This study went the extra step to examine how distributors, not organisations, are directly affected by the use of HPWPs. It might be possible to assume that distributor success leads to organisational success, since the more product distributors sell the more profit an organisation will make. Literature review SHRM research examines how HR practices can be used as a mechanism to achieve strategic organisational outcomes. The study of HPWS is a stream of research within SHRM that focuses on identifying the HR practices that can be used in combination with each other to attain higher