Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning

2021 ◽  
pp. 1-21
Author(s):  
Yu-Fen Yang ◽  
Alexis P.I. Goh ◽  
Yi-Chun Hong ◽  
Nian-Shing Chen
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Digital Game ◽  
Game Based Learning ◽  
Primary School Students ◽  
School Students

Primary school students' perceptions of scaffolding in digital game-based learning in mathematics

2021 ◽  
Vol 28 ◽  
pp. 100457
Author(s):  
Liping Sun ◽  
Heli Ruokamo ◽  
Pirkko Siklander ◽  
Baoping Li ◽  
Keith Devlin
Keyword(s):  
Primary School ◽  
Digital Game ◽  
Game Based Learning ◽  
Primary School Students ◽  
School Students

scholarly journals Foreign language anxiety and achievement: A study of primary school students learning English in China

2021 ◽  
pp. 136216882110323
Author(s):  
Xiaoyi Hu ◽  
Xian Zhang ◽  
Sarah McGeown
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Negative Attitude ◽  
Negative Evaluation ◽  
Foreign Language Anxiety ◽  
Primary School Students ◽  
School Students ◽  
High Stakes ◽  
Instructional Level ◽  
Language Classroom

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students and the relationship between FL anxiety and FL achievement. Changes in FL anxiety across groups of three primary school years were also examined. A total of 631 (324 male, 307 female) primary school students aged 9–11 years completed the Foreign Language Classroom Anxiety Scale (FLCAS) that measured students’ FL anxiety. Our participants’ FL achievements as measured by low-stakes regular assessments and high-stakes formal examinations were also collected. On average, primary school students reported levels of FL anxiety comparable to those of adults observed in previous studies. Factor analysis on FLCAS generated four components of FL anxiety: communication apprehension, fear of negative evaluation, test anxiety and negative attitude towards classroom. Correlation analyses showed that students’ FL anxiety was inversely correlated with their FL achievements. The correlation was stronger for formal examinations with higher stakes as compared to regular assessments with lower stakes. Finally, the correlation strengthened as a function of higher instructional level. Results are discussed in relation to previous research. Implications to FL education are also considered.

scholarly journals Causes of learning problems in primary school students

2003 ◽  
pp. 151-165
Author(s):  
Snezana Mirkov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Technical Education ◽  
Learning Problems ◽  
Previous Knowledge ◽  
Primary School Students ◽  
School Students ◽  
School Subjects ◽  
Eighth Grade Students ◽  
And Mathematics

Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335). The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible), textbook and teacher?s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students? responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

scholarly journals THE RELIABILITY OF FOREIGN LANGUAGE ANXIETY SCALE IN MALAY VERSION BASED ON CRONBACH’S ALPHA

2018 ◽  
Vol 2 (1) ◽  
pp. 37-47
Author(s):  
Rosnah Mohd. Sham ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Objective Measure ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
The Government

This paper is part of a study which addresses the reliability of Foreign Language Anxiety Scale (FLCAS) in Malay version.  Researchers find that the reliability of an instrument is closely associated with its validity and an instrument cannot be valid unless it is reliable. However, the reliability of an instrument does not depend on its validity. Therefore, this paper investigates the reliability of the instrument called FLCAS in Malay version.  FLCAS is widely used in collecting data relating to language anxiety and perhaps the most reliable and comprehensive tool in language anxiety.  This paper objectively measures the reliability of FLCAS by using Cronbach’s Alpha, the most widely used objective measure of reliability.  The sampled population involved 302 respondents from the government secondary schools in Putrajaya Federal Territory, Malaysia.  The items had been translated into the Malay language and back translated into English.  Results show that the internal consistency of Crobanch’s Alpha 0.90.  It can be concluded that FLCAS in Malay version is an appropriate instrument to measure the levels of language anxiety among the Malaysian secondary school students who learn English as a second language.

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Penka Kuneva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Teaching Modules ◽  
Singing Games ◽  
Learning English

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

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