An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety

2013 ◽  
Vol 97 (4) ◽  
pp. 917-929 ◽  
Author(s):  
Kaiqi Shao ◽  
Weihua Yu ◽  
Zhongmin Ji
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Students

scholarly journals Foreign Language Anxiety and Communicative Performance

2020 ◽  
Vol 3 (1) ◽  
pp. 199-207
Author(s):  
Atta M. Hamamorad
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Structural Equation ◽  
Target Population ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Face To Face ◽  
Communicative Performance ◽  
Language Classroom ◽  
Efl Students

The current study investigates foreign language anxiety among Kurdish EFL students and its consequences on their communicative performance. An investigative quantitative approach was used to conduct this study. A Total number of two hundred (200) EFL learners with different language proficiency levels from three different universities; University of Halabja and Sulaimani university in Iraqi Kurdistan Region, and University of Kurdistan in Iran, were selected to participate in this study. For the purpose of obtaining necessary information and data, a face-to-face assessment, in small groups of 4 was conducted during students’ class time in which their communicative performance based on accuracy, fluency, vocabulary, and pronunciation was evaluated and recorded. Additionally, Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was adapted and the target population were requested to respond to the statements presented in the questionnaire. The findings of the research taken from a structural equation modelling (SEM) indicated that all components of Communicative Performance were in a negative and significant correlation with anxiety.

scholarly journals INDONESIAN EFL STUDENTS’ ANXIETY IN SPEECH PRODUCTION: POSSIBLE CAUSES AND REMEDY

2015 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Christina Lhaksmita Anandari
Keyword(s):  
Foreign Language ◽  
Speech Production ◽  
English Language ◽  
Public Speaking ◽  
Language Education ◽  
Conduct Problem ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Language Education ◽  
Efl Students

This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses,conduct problem solving, and increase confidence.

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.

scholarly journals The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University

2016 ◽  
Vol 8 (1) ◽  
pp. 92 ◽  
Author(s):  
Nasrah M. Ismail
Keyword(s):  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Future Research ◽  
Control Group ◽  
Classroom Activities ◽  
Post Test ◽  
Efl Students ◽  
Attitude And Motivation ◽  
Experimental Group

<p>Teaching a language is a complex but interesting process. It involves teacher, learner, curriculum, and learning environment. Also this process is affected by certain social, cultural and psychological factors. This study is aimed at investigating the effectiveness of a proposed program for developing EFL learners’ engagement in learning English. The sample of this study consisted of 103 females (M = 19.260, SD = 0.876 years), it was divided into two groups; the experimental group consisted of 53 girls and the control group consisted of 50 girls. Students’ engagement was measured by the Handelsaman, Briggs, Sullivan, and Towler (2005) questionnaire, while their foreign language anxiety was measured by the Horwitz, Horwitz and Cope (1986) questionnaire. Students’ motivation was measured by Gardner’s (1985) Attitude and Motivation Test Battery (AMTB). The research applied continued for three months which included the proposed program. The data proved that there were statistically significant differences between the experimental group and the control group on the post-test of the engagement questionnaire, the foreign language anxiety scale as well as the students’ motivation dimensions, showing a significant increase in students’ engagement and motivation in favor of the experimental group. The findings also indicated that there were statistically significant differences between the pre-test and post-test results for the experimental group on the students’ engagement and motivation. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of students’ engagement and motivation training for the students with foreign language anxiety. The paper concludes that more training should be given in using all engagement activities by embedding them in regular classroom activities. Suggestions are offered for future research.</p>

scholarly journals THE EFL STUDENTS’ PERCEPTION OF THEIR FOREIGN LANGUAGE ANXIETY IN SPEAKING CLASS

2020 ◽  
Vol 7 (1) ◽  
pp. 29
Author(s):  
Dita Anggraeny ◽  
Iskhak Said ◽  
R. Bunga Febriani
Keyword(s):  
Foreign Language ◽  
The Other ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Structured Interviews ◽  
Student Centered ◽  
Student Centered Learning ◽  
Speaking Anxiety ◽  
The Third ◽  
Efl Students

ABSTRACTThe purpose of this paper is aimed at investigating the factors that influence foreign language anxiety among the students in a speaking class, and how they perceive about overcoming foreign language anxiety. The present study used a questionnaire to find out the factors that influenced students’ foreign language anxiety. An interview was conducted in order to find out the students’ perception of their foreign language anxiety. It was found that students felt anxious when they were unable to comprehend communication in class (62.5%). Test and speaking in front of class became one of the factors that caused students to experienced anxiety (43%). On the other hand, fear of receiving bad comments from the teacher and the other students was the third factor that students experienced anxiety (61.8%). Through the semi-structured interviews, it showed that students reduced the anxiety by practicing the pronunciation, and memorizing the vocabulary. Besides, the teacher played a role in creating and reducing students’ foreign language anxiety. The teacher who was able to create an enjoyable learning atmosphere, and focused on student-centered learning, the students argued that it could reduce their foreign language anxiety. Keywords: Speaking, Anxiety, Foreign Language Anxiety ABSTRAKTujuan dari artikel ini bertujuan untuk menyelidiki faktor-faktor yang mempengaruhi kecemasan bahasa asing di antara siswa di kelas berbicara, dan bagaimana mereka memandang tentang mengatasi kecemasan bahasa asing. Penelitian ini menggunakan kuesioner untuk mengetahui faktor-faktor yang mempengaruhi kecemasan bahasa asing siswa. Wawancara dilakukan untuk mengetahui persepsi siswa tentang kecemasan bahasa asing mereka. Ditemukan bahwa siswa merasa cemas ketika mereka tidak dapat memahami komunikasi di kelas (62,5%). Tes dan berbicara di depan kelas menjadi salah satu faktor yang menyebabkan siswa mengalami kecemasan (43%). Di sisi lain, ketakutan menerima komentar buruk dari guru dan siswa lain adalah faktor ketiga yang membuat siswa mengalami kecemasan (61,8%). Melalui wawancara semi-terstruktur menunjukkan bahwa siswa mengurangi kecemasan dengan mempraktikkan pengucapan, dan menghafal kosa kata. Selain itu, guru berperan dalam menciptakan dan mengurangi kecemasan bahasa asing siswa. Guru yang mampu menciptakan suasana belajar yang menyenangkan, dan fokus pada pembelajaran yang berpusat pada siswa, para siswa berpendapat bahwa itu dapat mengurangi kecemasan bahasa asing mereka. Kata kunci: Berbicara, Kecemasan, Kecemasan Bahasa Asing 

Sign in / Sign up

Export Citation Format

Share Document