Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety

2015 ◽  
Vol 45 (3) ◽  
pp. 739-752 ◽  
Author(s):  
Farhad Ghorbandordinejad ◽  
Roghayyeh Moradian Ahmadabad
Keyword(s):  
Foreign Language ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
English Achievement ◽  
The Relationship ◽  
Classroom Anxiety

scholarly journals The Relationship Between Foreign Language Classroom Anxiety and Background Variables in a Multilingual Context

2019 ◽  
Vol 9 (6) ◽  
pp. 249
Author(s):  
Elias Bensalem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Self Efficacy ◽  
Statistical Analyses ◽  
College Level ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
The Relationship ◽  
Classroom Anxiety

This paper sets out to investigate the potential correlation between foreign language classroom anxiety (FLCA) and four background variables (gender, self-efficacy, self-perceived proficiency, and experience abroad) among multilingual EFL college-level students in Saudi Arabia. A group of 191 participants (80 females, 111 males) took part in the study by answering an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986) as well as the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The statistical analyses revealed that participants experienced low to moderate rates of FLCA with females exhibiting higher levels of FLCAS than males. Statistical analyses showed that gender, self- efficacy and English self-perceived proficiency were significant predictors of FLCA in a multilingual context. In addition, experience abroad was not correlated with FLCA.

scholarly journals Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

2015 ◽  
Vol 5 (2) ◽  
pp. 205-228 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Taghreed M. Al-Saraj
Keyword(s):  
Foreign Language ◽  
Short Form ◽  
Foreign Language Anxiety ◽  
Multicultural Personality ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Questionnaire ◽  
Classroom Anxiety

The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.

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