1. The following questionnaire is from (Miskam & Saidalvi, 2018) study.

The
questionnaires was adapted from (Balemir, 2009) contained 28 items with 5-point
Likert skills. The questionnaires measured three dimension such as communication
apprehension(1,3,7,8,11,14,17,20,24,25,28), test anxiety (5,2,16,19,21,26,27) and fear
of negative evaluation(2,4,6,9,10,13,15,18,22,23). Among the 45 participants the
researchers received 42 responses.
Note: The items in the questionnaire that are negatively worded were scored
reversely.
Communication apprehension
1. I feel anxious while speaking English in class (+)
3. I feel very relaxed about speaking in English class when
I study the planned contents before the class. (+)
7. I enjoy English class when I know that we are going to
discuss in English. (-)
8. I feel very embarrassed when I speak in English at the
front of the class. (+)
11. If I think my classmates speak English better than me, I
am nervous about speaking in oral activities. (+)
14. I get anxious when I cannot express my thoughts
effectively while speaking English. (+)
17. I like going to class when I know that oral tasks are going to
be performed. (-)
20. I am more willing to get involved in class when the topics
are interesting. (+)
24. Going to English conversation class makes me more
nervous than going to other classes. (+)
25. I stumble when I answer questions in English. (+)
28. Even if I am well prepared for the planned contents, I feel anxious about speaking
English. (+)
Fear of negative evaluation
2. I feel less nervous about speaking in English in front of
others when I know them. (+)
4. I am anxious in class when I am the only person
answering the question asked by my teacher in English
class. (+)
6. I fear giving a wrong answer while answering questions
in English class. (+)
9. Because of being corrected by my teacher, I am afraid of
going to the speaking class. (+)
10. I feel nervous when I take part in a group discussion in
class. (+)
13. I would feel better about speaking in English if the class
were smaller. (+)
15. I am more willing to speak in English class when I know
the scheduled oral activities. (+)
18. I know that everyone makes mistakes while speaking in
English, so I am not afraid of being laughed at by others. (-)
22. I feel uncomfortable when my teacher asks other students to
correct my oral practice in class. (+)
23. I do not feel pressure when my teacher corrects my oral
mistakes in class. (-)
Test anxiety
5. In English class, I start to panic when I know I will be
graded in oral activities. (+)
12. I worry about oral tests in English class. (+)
16. I feel relaxed in pair-work activities (-)
17. I like going to class when I know that oral tasks are going to
be performed. (-)
18. I know that everyone makes mistakes while speaking in
English, so I am not afraid of being laughed at by others. (-)
19. I like to volunteer answers in English class. (-)
21. I don‟t feel tense in oral tests if I get more practice speaking
in class. (+)
26. I feel nervous in group work activities. (+)
27. During an oral test, I do not feel nervous. (-)

2. The following 15 items questionnaire was from (Wang, 2010). Among 15 items 13
items are adapted from Horwitz,1986 and two items were developed by the
researcher. The items developed by researcher are “9. I feel relaxed when I am
speaking English in the class”, and “12. I feel relaxed when the English teacher asks
questions that I have not prepared for in advance”. (Wang, 2018) stated that the new
developed items were employed because they were supposed to examine the degree of
the presence of SA. Futhermore, he mentioned that the FLCAS was not adopted
because it measures more than merely speaking anxiety. Additionally, according to
the author the questionnaires consists of only one dimension which is communication
apprehension. “In the adaptation of the items from the FLCAS and the
development of the new items, the author made reference to Arnold (2007), who had
adapted and developed similar items in his study involving the measurement of
foreign language Communication Apprehension (anxiety in oral communication) with
the US university students.”

1. I never feel quite sure of myself when I am speaking English in my English class.
2. I tremble when I know that I’m going to be called on in my English class.
3. I do not worry about making mistakes in my English class.
4. I start to panic when I have to speak English without preparation in my English
class.
5. It embarrasses me to volunteer answers in English in my English class.
6. I feel confident when I speak English in my English class.
7. I can feel my heart pounding when I am going to be called on in my English class.
8. I always feel that the other students speak English better than I do.
9. I feel relaxed when I am speaking English in the class.
10. I feel overwhelmed by the number of rules I have to learn to speak English.
11. I feel very self-conscious about speaking English in front of other students.
12. I feel relaxed when the English teacher asks questions that I have not prepared for
in advance.
13. I am afraid that the other students will laugh at me when I speak English.
14. I am afraid that my English teacher is ready to correct every mistake I make.
15. I would probably feel comfortable around native speakers of English.

3. (Öztürk & Gürbüz, 2014) uesd the selected 18 items questionnaires from (Horwitz,
1986). According to the researchers the selectd 18 items was believed be directly
related to foreign language speaking anxiety. This was also proved by the study
conducted by (Saltan, 2003). Moreover these items are used to investigate the level of
speaking anxiety.
Note: No dimensions were mentioned in the paper.

1. I am never quite sure of myself when I am speaking in

English.
2. I am afraid of making mistakes in English classes.
3. I tremble when I know that I am going to be called on in
English classes.
4. I get frightened when I don’t understand what the teacher is
saying in English
5. I start to panic when I have to speak without preparation in
English classes
6. I get embarrassed to volunteer answers in English classes.
7. I feel nervous while speaking English with native speakers.
8. I get upset when I don’t understand what the teacher is
correcting.
9. I don’t feel confident when I speak English in classes.
10. I am afraid that my English teacher is ready to correct every
mistake I make.
11. I can feel my heart pounding when I am going to be called on
in English classes.
12. I always feel that the other students speak English better than I
do.
13. I feel very self-conscious about speaking English in front of
other students
14. I get nervous and confused when I am speaking in English
classes.
15. I get nervous when I don’t understand every word my English
teacher says.
16. I feel overwhelmed by the number of rules I have to learn to
speak English.
17. I am afraid that the other students will laugh at me when I
speak English.
18. I get nervous when the English teacher asks questions which I
haven’t prepared in advance.

4. (Aida, 1994) applied FLCAS from (Howritz, 1986) and , the term “for-
eign language” used in the original FLCAS was replaced with “Japanese language.”
(Yaikhong & Usaha, 2012) stated that (Aida, 1994) did factor analysis of the FLCAS
to investigate the underlying structure of the FLCAS’s thirty-three items before
adapting it for Japanese students. The analysis reported four factors: speech anxiety;
fear of failing; comfort; and negative attitudes.

Factor One, labeled speech anxiety, comprised Items # 3, 13, 27, 20, 24, 31, 7, 12,
23, 33, 16, 1, 21, 29, 4, 9, with the two items (18, 8) which were negatively loaded.
3. I tremble when I know that I'm going to be called on in my Japanese class.
13. It embarrasses me to volunteer answers in my Japanese class.
27. I get nervous and confused when I am speaking in my Japanese class.
20. I can feel my heart pounding when I'm going to be called on in my Japanese class.
24. I feel very self-conscious about speaking Japanese in front of other students.
31. I am afraid that the other students will laugh at me when I speak Japanese.
7. I keep thinking that the other students are better at Japanese than I am.
12. In Japanese class, I can get so nervous I forget things I know.
23. I always feel that the other students speak the Japanese language better than I do.
18. I feel confident when I speak in my Japanese class.
33. I get nervous when the Japanese teacher asks questions which I haven't prepared
in advance.
16. Even if I am well prepared for Japanese class, I feel anxious about it.
1. I never feel quite sure of myself when I am speaking in my Japanese class.
21. The more I study for a Japanese test, the more confused I get.
29. I get nervous when I don't understand every word the Japanese teacher says.
4. It frightens me when I don't understand what the teacher is saying in the Japanese
class.
8. I am usually at ease during tests in my Japanese class.
9. I start to panic when I have to speak without preparation in Japanese class.

Factor Two, labeled as a fear of failing the class, consisted of Items # 10, 25, and 26,
with one negatively loaded item (#22).
10. I worry about the consequences of failing my Japanese class.
25. Japanese class moves so quickly I worry about getting left behind.
26. I feel more tense and nervous in my Japanese class than in my other classes.
22. I don't feel pressure to prepare very well for my language class
Factor Three (Comfortableness in Speaking with Native Japanese), included Items #
32, 11, 14.
32. I would probably feel comfortable around native speakers of Japanese.
11. I don't understand why some people get so upset over Japanese classes.
14. I would not be nervous speaking the Japanese language with native speaker

Factor Four (Negative Attitudes Toward the Japanese Class) , was limited to one
Item (# 17) and one item (# 5) was negatively loaded
5. It wouldn't bother me at all to take more Japanese language classes.
7. I often feel like not going to my Japanese class.

Other researcher who use FLCAS (aida, 1994, Mak, 2011, Huang, 2018)
Miskam, N. N., & Saidalvi, A. (2018). Investigating English language speaking anxiety among Malaysian
undergraduate learners. Asian Social Science, 15(1), 1.

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state
university. Journal of language and Linguistic Studies, 10(1), 1-17.