scholarly journals The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context

2018 ◽  
pp. 1-14 ◽  
Author(s):  
Erhan Aslan ◽  
Amy S. Thompson
Keyword(s):  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
Learner Beliefs

scholarly journals An Investigation into Emotional Intelligence, Foreign Language Anxiety and Empathy through a Cognitive-Affective Course in an EFL Context

2008 ◽  
Vol 34 (2) ◽  
Author(s):  
Ali Rouhani
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
Language Classroom ◽  
Quasi Experimental ◽  
Empathy Scale ◽  
Intelligence Scores

Emotional intelligence, as concerned with how an individual recognizes and regulates his or her emotions, has been in limelight quite recently. The present study seeks to fill a small gap in the literature on emotional intelligence, together with foreign language anxiety and empathy. To this end, short literary readings are used in a cognitive-affective reading-based course to see how emotional intelligence, foreign language anxiety and empathy are affected. Mayer, Salovey and Caruso (2002) Emotional Intelligence Test (MSCEIT), Cooper's (1996/1997) EQ-Map, Horwitz, Horwitz and Cope's (1986) Foreign Language Classroom Anxiety Test (FLCAS) and Caruso and Mayer's (1998) Multi-Dimensional Emotional Empathy Scale (MDEES) were administered to 70 Iranian EFL undergraduate students in a pretest posttest quasi-experimental design. MANOVA and ANCOVA were conducted. The results revealed that the cognitive-affective reading-based course in which literary readings were used significantly improved the subjects' emotional intelligence scores from the MSCEIT measure as well as empathy (MDEES) scores, but significantly decreased their foreign language anxiety (FLCAS) scores. The pedagogical implications for learners, teachers, educators and materials developers are presented.

Foreign Language Anxiety and Learner Beliefs in Second Language Learning: A Research Timeline

2016 ◽  
Vol 6 (8) ◽  
pp. 1591
Author(s):  
Illahi Bux Gopang ◽  
Faraz Ali Bughio ◽  
Shumaila Aijaz Memon ◽  
Jalal Faiz
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Research Review ◽  
Validity And Reliability ◽  
Pedagogical Strategies ◽  
Learner Beliefs

Research in second language learning has significantly demonstrated that foreign language anxiety and learner beliefs have been the main domain of inquiry in applied linguistics. Such interest has seen upsurge in studies on L2 anxiety and learner beliefs. This study tends to review language anxiety and learner beliefs in language learning. The review shows moderate and high levels of language anxiety in studies including negative correlation between anxiety and achievement. In addition, it also reveals that learner beliefs have played a role in increasing language anxiety. Moreover, research studies on FLA (foreign language anxiety) and LB (learner beliefs) describe a whole scenario of the exiting literature. The study also critiques some pedagogical strategies suggested in research and how far these are applicable in decreasing language anxiety and avoiding incorrect beliefs about language learning. Further, the research review suggests that different approaches are used to quantify language anxiety and to describe beliefs in language learning. Since, the prime purpose of the study is to review the approaches and their validity and reliability in describing language anxiety and beliefs. The study synthesizes foreign language anxiety and learner beliefs studies and offers some recommendations in order to complement and supplement the existing literature.

scholarly journals How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 80 ◽  
Author(s):  
Ammara Kalsoom ◽  
Niaz Hussain Soomro ◽  
Zahid Hussain Pathan
Keyword(s):  
Social Support ◽  
Foreign Language ◽  
English Language ◽  
Willingness To Communicate ◽  
Target Language ◽  
Language Anxiety ◽  
Medium Effect ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
The Impact

This study investigates the impact of social support and foreign language anxiety (FLA) on learners’ willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father’s support, teachers’ support, best friends’ support, and other friends’ support exerted impact on learners’ L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

scholarly journals Multilingualism and Foreign Language Anxiety: the case of Saudi EFL Learners

2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Arabic Version ◽  
Regression Analyses ◽  
Efl Learners ◽  
Efl Context ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored EFL context of Saudi Arabia. Ninety six Arabic learners of English (56 males, 40 females) answered the Arabic version of Foreign Language Classroom Anxiety Scale (FLACS; Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

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