چکیده (انگلیسی):

The purposes of this study were to examine the effectiveness of cooperative learning approach in
reducing foreign language anxiety and to investigate its impact on language proficiency of 40
sophomore students enrolled in EN 211 course in the second semester of 2009 academic year at
Bangkok University. Three instruments employed were the standardized Foreign Language
Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986), two proficiency tests
covering reading and writing skills, and a semi-structured interview. The pre- and post- scores
from the questionnaire and the tests of the group were calculated for descriptive statistics and
compared using a paired sample t-test measure. It was found that the students’ top five sources of
language classroom anxiety and overall language anxiety were significantly decrea sed. In
addition, they obtained higher language proficiency scores for the post-test than the pre-test at the
significance level of .001 after learning through this approach. The students also had a favorable
attitude toward cooperative learning as a whole.