scholarly journals The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students

System ◽  
2020 ◽  
Vol 89 ◽  
pp. 102207 ◽  
Author(s):  
Yan Jiang ◽  
Jean-Marc Dewaele
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Predictive Power ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Chinese University ◽  
Chinese University Students ◽  
Language Variables

scholarly journals English as a Foreign Language Reading Anxiety of Chinese University Students

2021 ◽  
Vol 14 (3) ◽  
pp. 64
Author(s):  
Qing Qing Miao ◽  
Jutarat Vibulphol
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Reading Ability ◽  
Related Factors ◽  
Foreign Language Reading ◽  
Chinese University ◽  
Reading Anxiety ◽  
English Major ◽  
Chinese University Students ◽  
The Impact

Given the impact of anxiety on foreign language reading, understanding how English as a Foreign Language (EFL) reading anxiety is evoked would help teachers facilitate their students in the reading process effectively. This study aimed at investigating the sources of EFL reading anxiety of Chinese university students. The data were collected from 459 non-English major students from four different universities in China, using an adapted version of English as a Foreign Language Reading Anxiety Inventory (EFLRAI) developed by Zoghi (2012). The findings showed that the participants experienced the moderate level of EFL reading anxiety overall and also categorically. The main source of anxiety was from the lack of general reading ability. Of the three key factors that seemed to arouse higher levels of anxiety than the others, one related to the general reading ability and the other two were vocabulary-related factors. Chinese university students tended to read for details and seemed to get highly anxious when they did not understand ‘everything’. These findings lend suggestions to some interventions that English teachers may use to reduce Chinese university students’ anxiety when reading.

scholarly journals Testing Effects of Foreign Language Listening Anxiety on Chinese University Students' English Listening Test Performance

2021 ◽  
Vol 12 ◽  
Author(s):  
Meihua Liu ◽  
Hongliang Xu
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Test Performance ◽  
English Proficiency ◽  
Listening Test ◽  
Listening Anxiety ◽  
Chinese University ◽  
Chinese University Students ◽  
And Gender ◽  
English Listening Test

The present research explored how foreign language listening anxiety (FLLA) affected Chinese university students' English listening test performance and how proficiency and gender mediated the effects of FLLA on the latter. Two different populations from two universities in China answered the 20-item Foreign Language Listening Anxiety Scale (FLLAS) as well as a demographic questionnaire and took an English listening test. Analyses of the collected data revealed the following major findings: (a) Five latent factors underlay the FLLAS, (b) when working alone, FLLA significantly negatively predicted students' English listening test performance, and (c) when working with proficiency and gender, English proficiency level, gender and FLLAS2 (proficiency in English listening) significantly predicted students' English listening test performance. These findings confirm the negative effects of FLLA on students' English listening test performance. They also indicate that English proficiency and gender mediate FLLA's effects on the latter, with English proficiency not only directly but also indirectly affecting the latter.

scholarly journals Quantitative Analysis of the Foreign Language Anxiety: Chinese and Pakistani Postgraduates in Focus

2020 ◽  
Author(s):  
Sameena Malik ◽  
Huang Qin ◽  
Said Muhammad khan ◽  
Khalid Ahmed
Keyword(s):  
Foreign Language ◽  
Target Population ◽  
Anxiety Level ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Chinese University ◽  
Postgraduate Level ◽  
Quantitative Results ◽  
The University

The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.

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