Essay --

It is widely known that in EFL learning situations, many students exhibit vexation of foreign words speak (Yaikhong & Usaha, 2012, p. 23). In Asian countries, EFL learners suffer hitherto more in linguistic parley classroom misgiving beca drug abuse of insufficient words environment. According to Scovel (1978), anxiety in language learning is 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 special K 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 foreshorten students motivation in communication, and if students avoid interaction in English, they will non succeed in learning the target language. Arnold and Brown (1999) believed that anxiety business leader be the m ost important reason that causes obstruction of language learning. some other researcher Boonkit (2010) did a research in Thai, and the result revealed that the undergraduate students be not confident enough to communicate in English, even in language classrooms. These findings tell us many EFL students are want 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 cognitive process. In China, situations are quite the same. Reading, writing, even listening are unceasingly much easier for Chinese EFL learners, and Speaking is always the most suffering course. People put one overt move over retrieve to speak English in their ... ...age skills and cognitive abilities. Harris, etc. believed that students with speaking anxiety will often avoid anxiety-producing social or performance situa tions, because they dont know how to change their negative response in much(prenominal) situations, if they cannot avoid such situations, the will suffer a lot (2002, p. 543). The line of work is what will happen after they repeated suffering and practice? potty they improve themselves with proper training and sufficient practice chances? Few researchers have done investigation in this field. In this study, I will experiment to answer the following question based on previous researches and a survey a) Can EPS tasks lead to EFL students language classroom anxiety drop-off? b) Can EPS tasks lead to EFL students language public presentation improvement? c) Is there any relation between students anxiety level and language performance?