A Correlational Study of Foreign Language Anxiety and Library Anxiety Among Non-native Speakers of English: A Case Study in a Malaysian Public University

2014 ◽  
Vol 40 (5) ◽  
pp. 431-435 ◽  
Author(s):  
Janaki Sinnasamy ◽  
Noor Harun Abdul Karim
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Public University ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Correlational Study ◽  
Library Anxiety ◽  
Native Speakers Of English

Foreign language anxiety in relation to affective variables

2018 ◽  
Vol 41 (3) ◽  
pp. 328-348 ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Foreign Language ◽  
Risk Taking ◽  
Self Efficacy ◽  
Public University ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Positive Correlation ◽  
Affective Variables

Abstract This study investigated Korean-as-a-foreign-language (KFL) students’ foreign language anxiety (FLA) in relation to five affective variables (i.e., unwillingness to communicate, classroom risk-taking, classroom sociability, motivation, and self-efficacy) as well as to self-rated Korean proficiency. One hundred and fifty-two KFL students who were enrolled in Korean classes in a large public university in Australia completed survey items for the study. Overall, KFL students in Australia showed moderate levels of anxiety (M = 2.79) and unwillingness to communicate (M = 2.58). Additionally, their levels of motivation (M = 3.92) and self-efficacy (M = 3.41) were high. Five affective variables were proven to be significantly related with FLA: a positive correlation between FLA and unwillingness to communicate; and negative correlations between FLA and classroom risk-taking, classroom sociability, motivation and self-efficacy. Among the variables, self-efficacy and self-rated overall Korean proficiency were found to be the best predictors of FLA.

scholarly journals Foreign Language Anxiety in Saudi Classroom: A Case Study of Saudi Tertiary Female Students in Prince Sattam University

2017 ◽  
Vol 10 (5) ◽  
pp. 28
Author(s):  
Asjad Ahmed Saeed Balla
Keyword(s):  
Foreign Language ◽  
English Proficiency ◽  
Communication Apprehension ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Saudi Students ◽  
Great Fear ◽  
Major Factors ◽  
High Level

This paper investigates the level of anxiety due to learning English as a foreign language. It tries to answer these questions: 1-Is anxiety a factor in hindering English proficiency? 2-Does anxiety lead to fear of communication? 3- Which type of anxiety is high among tertiary level female Saudi students? The Foreign Language Anxiety Classroom Scale (FLACS) used as an instrument. The data was collected and statistically analysed through SPSS. This paper revealed that anxiety was one of the major factors that impeded English proficiency. Besides, anxiety also caused fear of communication among the students. Furthermore, it was found that the learners had got a high level of communication apprehension that hindered their contact with their teachers and others. This was followed by test anxiety in which the students expected to fail their test. Students showed great fear of test as they feared to be negatively assessed by teachers, this fact had created great anxiety that influenced their attitudes and behaviour as well.

scholarly journals Foreign Language Anxiety in Student’s Speaking and Writing Skills

2020 ◽  
Vol 3 (1) ◽  
pp. 66-79
Author(s):  
Dede Rohadi Fajri
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Classroom Observation ◽  
Writing Skills ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Specific Information ◽  
Language Class

The objective of this research was on the level of Foreign Language Anxiety that experienced by students. In this research, the researcher was use the Qualitative research as the method in implementing case study. The sources of data were 30 students of the second semester of Banten Jaya University. For collecting data that used in this study include classroom observation, questionnaires and interview. The questionnaire used to obtain specific information data was gathered from the participants by FLCAS of Horwitz et all (1986). From the result of FLCAS questionnaire, there were 10 students who felt very anxious with percentage 33.33%, 8 students felt anxious with the percentage 26.67%, 8 students felt mildly anxious with the percentage 26.67%, 4 students felt relaxed with the percentage 13.33% and there was no student who felt very relaxed. Then, the result of WAT questionnaire were 7 students felt very anxious with percentage 23.33%, 8 students felt anxious with the percentage 26.67%, 9 students felt mildly anxious with the percentage 30%, 6 students felt relaxed with the percentage 20% and there was no student who felt very relaxed. Based on the findings of the present study, several conclusions can be made: First, students’ anxiety in speaking showed that the students never felt quite sure of themselves when they were speaking in foreign language class. Second, students’ anxiety in writing above showed that most of students avoided writing in English.

scholarly journals Language Anxiety: A Case Study of the Perceptions and Experiences of Students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates

2016 ◽  
Vol 9 (9) ◽  
pp. 185 ◽  
Author(s):  
Rola Ahmed Lababidi
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
United Arab Emirates ◽  
Education Institution ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Future Research ◽  
Second Phase ◽  
Higher Education Institution

<p>This case study explores and investigates the perceptions and experiences of foreign language anxiety (FLA) among students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates. The first phase explored the scope and severity of language anxiety among all Foundation level male students at a college in the UAE. In the second phase of the study, focus group (FG) interviews with students were conducted to gain a deeper understanding of the possible sources of anxiety about language learning and its manifestations, as well as consideration of the strategies that may be used to alleviate its negative effects. The findings indicate that some of the student participants in this case study experienced moderate to high levels of anxiety in the second language classrooms. The findings from the FG indicate that foreign language anxiety could be attributed to a number of variables. The results highlight a number of implications and recommendations for future research.</p>

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