Investigating Anxiety in L2 Speaking Context: A Focus on Students� Perceptions in Oman
Order Description
Abstract
Chapter 1: Introduction

1.1 An overview of the chapter

1.2 Introduction and background of the study

1.3 Rationale of the study

1.4 Research context

1.5 Dissertation structure and Organization

1.6 Summery of the chapter
Chapter 2: Literature Review

2.1. Overview of the chapter

2.2 Anxiety: Insights from phycology

2.3 Foreign language anxiety

2.3.1 Foreign language learning anxiety

2.3.2 Language anxiety in speaking classes

2.3.3 Foreign Language anxiety scale

2.4 Foreign language anxiety in Oman’s tertiary level

2.4. 1 Studies on language anxiety in Oman

2.5 Learners self perception

2.6 Learners attitude towards English language

2.7 Coping strategies to overcome anxiety
Chapter 3: Research Methods and Design

3.1 Overview of the Chapter

3.2 Research Design

3.3 Methodology Rationale

3.4 Participants

3. 4. 1 Sampling Procedure

3.4.2 Questionnaire Respondents� Profile

3.3.2 Interview Participants� Profile

3.4 Research Design: Data Collection, Piloting, Instruments and Procedure

3.4.1 Piloting

3.4.2 Instruments / Materials

3.4.2.1 Questionnaires: Definition and Design

By Explaining the use of questionnaire in this context and explaining the reason behind the use of each questionnaire element

3.4.1.2 The Semi-structured Interviews: Definition and Design

By Explaining the use of interviews in this context and explaining the reason behind the use of each interview questions element

3.4.1.3 Interview procedure

3.4.1.4 Questionnaire procedure

3.5 Limitations of the research methods adopted

3.6 Validity and reliability check

3.6 Ethical Issues and Concerns

3.7 Theoretical Framework of Analysis

3.8 Summary of the chapter

Chapter 4:

4.1 An Overview of the Chapter

4. 2. Quantitative Results

4. 2. 1 Foreign Language Classroom anxiety Scale (FLCAS)

4.2.1.1 Communication Apprehension

4.2.1.1Test Anxiety (Speaking Test)

4.2.1.1 Fear of Negative Evaluation

4.2.2 Students perception of their Level of English Language

4.2.3 Students attitude towards English language in Oman

4.2.4 Students coping strategies opted for

4.3 Qualitative Results:

4.3.1 Students background of English

4.3.2 Students experience with Speaking English

4.3.3 Students Attitude towards English in Oman

4.4 Summery of the chapter

Chapter 5: Discussion:

5.1 Overview of the chapter
5.2. Answer to research question 1 : What sources of anxiety do students in Oman state in speaking classes?
5.3 Answer to research question 2: What anti-anxiety strategies do the respondents opt for?
5.4 Answer to research question 3: Is there any correlation, if any, between the participants� attitude towards English and the level of speaking anxiety that they reported suffering from?
5.5 Students stated sources of anxiety in English language.
5.6 Students stated strategies for coping with their anxiety
5 .7Summary of the chapter

Chapter 6: Conclusion, Implications, Limitations of the Study, and Future Research

6.1. An overview of the chapter

6.2 Summery of the main findings

6.3 Implications and suggestions

6.4 Limitations of the study

6.5 Suggestions for future research direction
Anxiety experienced in communication in English, especially that undergone in front of others, can be debilitating for the language learner in either SLA or FLA settings and can influence students� adaptation to the target environment and ultimately the achievement of their educational goals (Yan & Horwitz 2008:151-183; Zhao 2007: 22-34; Zheng 2008: 1-12). To the best of our knowledge, no study has been carried out in Oman to examine the perceptions of learners at tertiary education level regarding anxiety in English language speaking classes or to look into the strategies they use to cope with this very crucial affective variable arising from the uniqueness of the language learning process (Horwitz, et al. 1986:128). Therefore, it is extremely important to consider how anxiety affects the foreign language learner in the Oman�s educational system and see what we can do to reduce that �distinct complex of self-perceptions, beliefs, feelings, and behaviors� (Horwitz, et al. 1986:128) to the lowest intensity level possible.
I will attach the following documents:

1.The context of the study,
2. The number of participants,
3. The participants profile
4. The questionnaire
5. the interview guide
6. The consent form

and more documents with regards to the research context and pervious studies in Oman

I have adopted the foreign language anxiety scale by Horwitz et al (1987) I would appreciate it if would take that in consideration while discussing the questionnaire elements and the interview and questionnaire follow similar themes

word count
Abstract 350-500
Introduction 1200-1500
Literature 4000-5000
Methodology 2000-3000
Analysis 5000
Discussion 3000-3500
Conclusion 1000