Essay --

The null hypotheses of this study are: 1) There is no difference between control group and EPS group’s pre-test anxiety and poet-test anxiety. 2) There is no difference between control group and EPS group’s pre-test presentation and poet-test presentation performance. 3) There is no relation between students’ anxiety level and language performance. Based on the literature review which showed the positive effect of EPS tasks and ways in reducing students’ classroom anxiety, the alternative hypotheses are: 1) There is difference between control group and EPS group’s pre-test anxiety and poet-test anxiety. 2) There is difference between control group and EPS group’s pre-test presentation and poet-test presentation performance. 3) There is relation between students’ anxiety level and language performance. The independent variable of this study is EPS tasks, whose presence or absence will definitely affect the dependent variable – students’ classroom pre-test anxiety and post-test anxiety. A quasi-experimental design is used to identify the relationship between EPS group and control group’s language classroom anxiety. In addition, an interview can be conducted to find out the most important characteristic of EPS tasks that help reduce students’ classroom anxiety. In this article, I will mainly focus on the quantitative research part, which is to find out the characteristics of students’ classroom anxiety. Research Methods Population and sampling The population of this study is English majors in Chinese colleges. These students have at least 6 years’ English learning experience, they like English study and their English proficiency is acceptable because they passed college entrance exam and learn English as their major. The sampling m... ... the same time, paired-samples t-test should be conducted to get the p-value and t-value. From descriptive statistic figures, we can see the average score of the two groups and make basic comparison between them. If we want to know whether the difference reaches statistical significance, we need to look at the t-test figure. If the significance is smaller than 0.05, the difference will be considered as true. To answer the third question, we need to conduct correlation analysis. Pearson r coefficient will be used to test the relationship between students’ anxiety level and presentation performance. If the p-value is less than 0.05, the null hypothesis can be rejected. The correlation coefficient may range between -1 to +1. If the coefficient is 0, it means there is no relationship between the two variables. Otherwise, a high coefficient reveals a strong relationship.