A research on English as a foreign language classroom environment constructing

2012 ◽  
Author(s):  
Song Jie-lin
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Language Classroom ◽  
Foreign Language Classroom

scholarly journals An Investigation Of Foreign Language Classroom Anxiety And Its Relationship With Students Achievement

2010 ◽  
Vol 7 (11) ◽  
Author(s):  
Riffat-un-Nisa Awan ◽  
Musarrat Azher ◽  
Muhammad Nadeem Anwar ◽  
Anjum Naz
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Language Anxiety ◽  
Male Students ◽  
English Classes ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety ◽  
Learning English

The present study examines anxiety in English undergraduate classes with regard to the type of situations that provoke anxiety during different stages of the learning process and the relationship of anxiety with learners’ achievement. Participants of the study include 149 undergraduates enrolled in second and sixth semester of different departments of University of Sargodha who are learning English as a foreign language. The questionnaire used in this study is the abbreviated form of Foreign Language Classroom Anxiety Scale (FLCAS). An inventory is also used to determine different situations that provoke anxiety. Finally, students’ GPA in English classes is taken to find its relationship with language anxiety. The results show that language anxiety and achievement are negatively related to each other. It is also found that female students are lessanxious in learning English as a foreign language than male students. ‘Speaking in front of others’ is rated as the biggest cause of anxiety followed by ‘worries about grammatical mistakes’, ‘pronunciation’ and ‘being unable to talk spontaneously’. It is suggested that the classroom environment should be encouraging and motivating. Moreover, teachers need to deal with anxiety-provoking situations carefully.

scholarly journals How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students

2021 ◽  
Vol 3 (2) ◽  
pp. 86-98
Author(s):  
Chengchen Li ◽  
Jean-Marc Dewaele
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Secondary Students ◽  
Classroom Environment ◽  
Pearson Correlation ◽  
Environment Interaction ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.

The new trend of wearable technology in college foreign language classroom and its impact on college English teaching

2021 ◽  
pp. 002072092110032
Author(s):  
Jing Wang ◽  
Baihan Gao
Keyword(s):  
Foreign Language ◽  
Wearable Technology ◽  
Wearable Devices ◽  
Internet Technology ◽  
Traditional Teaching ◽  
College English ◽  
English Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Practical Teaching

With the progress of new sensor technology and Internet technology, wearable devices have gradually become the new favorite of the science and technology industry. They have been applied to various fields because of their wearability, mobility, user-centered, interactive, integrated and augmented reality characteristics. Given the shortcomings of traditional foreign language education at university, wearable technology is introduced into foreign language classroom as an auxiliary form of traditional teaching. This article chooses two courses (171 and 172 courses) to test whether wearable devices have an impact on college English teaching. The English level of these two classes is similar. With the assistance of wearable technology, level 171 is selected as the experimental course; 172 is a regular course, using only traditional teaching methods, and the experiment lasted for a semester. Practical teaching is also carried out in the class. Practical teaching results show that wearable technology assisted English teaching can not only improve students’ ability to master knowledge, but also greatly enhance students' interest in learning English.

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