scholarly journals Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher Education Learners

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Rhodora R. Jugo
Keyword(s):  
Teacher Education ◽  
Regression Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Proficiency ◽  
Negative Relationship ◽  
The Philippines ◽  
Language Anxiety ◽  
Foreign Language Anxiety

This study has focused on determining the level, sources, and causes of foreign language anxiety of students taking up teacher education courses in the Philippines and how language anxiety affects the English proficiency of the respondents and their language learning. A total of 242 learners from a Philippine-based learning institution answered an English proficiency exam (EPE) and a questionnaire comprising two parts: a 30-item English Language Anxiety Scale (ELAS) and a set of questions on causes of anxiety and effects on language learning. Means, standard deviation, frequency, and percentage were calculated and used to characterize language anxiety level, sources, and causes. Correlation and regression analyses of the language anxiety variables and English proficiency of the respondents were then conducted. Follow-up interviews were also done for selected respondents in order to understand the nature and mechanism of the investigated relationships. The results confirmed that the speaking activity, error correction, and communicating with English speakers are sources of high anxiety of the Filipino learners, while the writing activity, negative self-perception, and noncomprehension are sources of moderate anxiety. All of the sources of anxiety were shown to have a significant negative relationship with second language anxiety, and simple regression analysis revealed that foreign language anxiety is a significant predictor of English proficiency. However, further analysis of the specific sources of anxiety using multiple regression analysis identified speaking activities anxiety as the only significant predictor of English proficiency.

English Language Learning Anxiety among Korean College Students in the Philippines

2021 ◽  
Author(s):  
Hyemin Kim ◽  
◽  
Elaine Vernadine A. Liongson ◽  
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
The Philippines ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Korean Students ◽  
Learning Anxiety ◽  
The Mean ◽  
Korean College Students

Abstract: Although a number of studies have been done about Foreign Language Anxiety among Korean students, limited studies have been done on foreign language anxiety toward Korean college students in the Philippines. This paper seeks to find out the factors that may affect foreign language anxiety of both male and female college students in learning English, their foreign language learning anxiety in terms of gender, and the factor that may decrease the anxiety of the participants. Data was gathered through the use of a Foreign Language Classroom Anxiety Scale (FLCAS), a Likert scale adopted from Yassin (2015) and was analyzed by getting the mean, while the findings were interpreted using the mean scale proposed by Mamhot, Martin & Masangya (2013). Surprisingly, the result revealed that foreign language anxiety is not significant among Korean students. Moreover, the female participants showed higher confidence in speaking and using the language compared to male participants in some aspects. Keywords: EFL; FLCAS, foreign language anxiety; gender

Language anxiety and achievement

2001 ◽  
Vol 21 ◽  
pp. 112-126 ◽  
Author(s):  
Elaine Horwitz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Relationship ◽  
Research Literature ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Writing Anxiety ◽  
Self Presentation ◽  
Authentic Self ◽  
Learning Anxiety

This chapter considers the literature on language learning anxiety in an effort to clarify the relationship between anxiety and second language learning. It will first argue that language anxiety is a specific anxiety — rather than a trait anxiety — and discuss how this conceptualization has helped clarify the research literature. After Horwitz, Horwitz, and Cope (1986) proposed that a specific anxiety construct which they called Foreign Language Anxiety was responsible for students' uncomfortable experiences in language classes and offered an instrument, the Foreign Language Classroom Anxiety Scale (FLCAS), to measure this anxiety, findings concerning anxiety and language achievement have been relatively uniform, indicating a consistent moderate negative relationship between anxiety and achievement. However, some researchers (Sparks and Ganschow and their colleagues) have suggested that poor language learning is a cause rather than a result of language anxiety. This review concludes that anxiety is indeed a cause of poor language learning in some individuals and discusses possible sources of this anxiety, including difficulty in authentic self-presentation and various language teaching practices. In addition, it reports on new trends in language anxiety research that attempt to identify aspects of language learning (e.g., reading anxiety or writing anxiety) which provoke anxiety for some individuals.

scholarly journals 大学生を対象とした英語授業不安尺度の作成とその検討 – The English Language Classroom Anxiety Scale: Test Construction, Reliability, and Validity

2003 ◽  
pp. 187
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
General Scale ◽  
Classroom Anxiety

Foreign language anxiety is becoming an important area of research in our profession. Debilitating language anxiety can have profound consequences on the language learning process. The purpose of the present study is to construct a scale to measure the anxiety that Japanese students experience in English language classrooms. First, a pilot test was developed from open-ended questionnaires administered to 148 university students describing specific situations that had made them anxious in English language classrooms, and from five extant scales of foreign language anxiety developed in the U.S. and Canada (Ely, 1986; Gardner, 1985; Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1994; Young, 1990). A total of 317 anxiety-producing situations were initially identified from the students’ reports and 90 items from the extant scales. Elimination of duplicate situations reduced the set of items to the following 12 dimensions: listening, speaking, reading, writing, being asked questions, mistakes, information processing, classroom activities, other classmates, teachers, language skills, and course work. Thirty-eight pilot test items, representing the 12 dimensions, were constructed and administered to 213 university students in first year and second year English classes. Each item was followed by a six-point Likert response scale. Results of factor analysis revealed that English language classroom anxiety was composed of three factors: anxiety about (a) low proficiency in English (e.g., I am anxious about whether I will be able to keep up with the classes), (b) evaluation from classmates (e.g., I am anxious that other students might think I am poor at English), and (c) speaking activities (e.g., I feel nervous when I speak English in class). The test-retest reliability for an interval of eight weeks was .85 for the general scale, and .85, .77, and .71 for the three subscales respectively. The internal consistency, using Cronbach’s alpha coefficient, was .92 for the general scale, and .89, .84, and .82 for the subscales respectively. The present scale was determined to be highly reliable. The validity of the scale was assessed by its correlations with Leary’s (1983) Interaction Anxiousness Scale and with Shioya’s (1995) scale of cognitive appraisals of English learning skills and costs. It was posited that those who have high English language classroom anxiety tend to feel anxious in social situations and to consider English language learning troublesome. The general scale and the three subscales were all significantly and positively correlated with both Leary’s and Shioya’s scales, verifying the validity of the present scale. Limitations of the present study and implications for future research were discussed. 本研究は、日本人学生の英語学習に関わる不安の実証的研究の端緒として、英語授業不安尺度を作成し、その信頼性と妥当性を検討したものである。まず予備調査において、既存の外国語不安尺度の項目（全９０項目）と日本人英語学習者の自由記述（全３１７項目）から、本調査に用いる３８の質問項目を選定した。２１３名の大学生に対し６件法で回答を求め、因子分析を行った結果、英語授業不安は、英語力に対する不安、他の学生からの評価に対する不安、および発話活動に対する不安から構成されていることが示された。尺度の信頼性は、アルファ係数と再検査法により十分に高いことが示された。また、「対人不安」および「英語学習におけるスキル・コストの認知」との有意な正の相関関係から、尺度の妥当性が概ね確認された。

scholarly journals ESP SPEAKING STRATEGIES AND FOREIGN LANGUAGE ANXIETY IN HIGHER EDUCATION CLASSROOM

1970 ◽  
Vol 45 (5) ◽  
pp. 181-203
Author(s):  
Милевица Десимир Бојовић
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Individual Performance ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
High Anxious ◽  
Medium Level ◽  
Anxious Group

The study examines the undergraduate students’ perceived use of foreign language speaking strategies, their levels of foreign language anxiety, and the potential relationships between them. Two instruments were used in the study—Inventory of Speaking Strategies in a Foreign Language, based on the instrument Strategy Inventory in Foreign Language Learning, and Foreign Language Classroom Anxiety Scale. The results showed that students’ overall perceived use of speaking strategies in English as a foreign language for specific purposes was frequent. The findings also revealed that the students’ foreign language anxiety was at a medium level; individual performance anxieties remained at the same medium levels. A few differences were found between the low-anxious and high-anxious groups on the speaking strategy use: the former uses circumlocutions and synonyms when stuck with a word in English more frequently while the latter is paying attention more often when someone is speaking in English. The results also suggest that the medium-anxious group uses gestures when unable to think of a word during a conversation in English less frequently than the low-anxious group.

Young Children’s Foreign Language Anxiety

2021 ◽  
Author(s):  
Jieun Kiaer ◽  
Jessica M. Morgan-Brown ◽  
Naya Choi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Original Research ◽  
Psychosocial Wellbeing

This book presents original research on the effects of foreign language anxiety (FLA) on young language learners. It includes suggestions for alleviating FLA and encouraging foreign language enjoyment which will ultimately facilitate more effective language learning and support children’s psychosocial wellbeing.

scholarly journals Factors associated with foreign language anxiety

2015 ◽  
Vol 4 (1) ◽  
pp. 67-85 ◽  
Author(s):  
Yinxing Jin ◽  
Kees de Bot ◽  
Merel C.J. Keijzer
Keyword(s):  
Foreign Language ◽  
Social Status ◽  
Language Proficiency ◽  
Negative Relationship ◽  
Self Esteem ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
The Social ◽  
Foreign Language Proficiency ◽  
Status Data

This paper reports a study that investigates and compares the effects of foreign language proficiency, social status of a learner’s family, self-esteem, and competitiveness on FL anxiety. Chinese university students (N = 146), who were learning Japanese and English, participated in this study. Social status data were collected once with the Social Status Scale. Other variables were measured twice over a two-month interval, using the Competitiveness Index, the Self-esteem Scale, the English/Japanese Classroom Anxiety Scale, and the English/Japanese Proficiency Scale. Results showed that foreign language proficiency, competitiveness, and self-esteem all significantly predicted foreign language anxiety levels. Foreign language proficiency was the best predictor, followed by self-esteem, then competitiveness. A negative relationship was revealed between these predictor variables and foreign language anxiety. Social status was not related to foreign language anxiety, either directly or indirectly.

scholarly journals Foreign Language Anxiety in Saudi Classroom: A Case Study of Saudi Tertiary Female Students in Prince Sattam University

2017 ◽  
Vol 10 (5) ◽  
pp. 28
Author(s):  
Asjad Ahmed Saeed Balla
Keyword(s):  
Foreign Language ◽  
English Proficiency ◽  
Communication Apprehension ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Saudi Students ◽  
Great Fear ◽  
Major Factors ◽  
High Level

This paper investigates the level of anxiety due to learning English as a foreign language. It tries to answer these questions: 1-Is anxiety a factor in hindering English proficiency? 2-Does anxiety lead to fear of communication? 3- Which type of anxiety is high among tertiary level female Saudi students? The Foreign Language Anxiety Classroom Scale (FLACS) used as an instrument. The data was collected and statistically analysed through SPSS. This paper revealed that anxiety was one of the major factors that impeded English proficiency. Besides, anxiety also caused fear of communication among the students. Furthermore, it was found that the learners had got a high level of communication apprehension that hindered their contact with their teachers and others. This was followed by test anxiety in which the students expected to fail their test. Students showed great fear of test as they feared to be negatively assessed by teachers, this fact had created great anxiety that influenced their attitudes and behaviour as well.

scholarly journals The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

2016 ◽  
Vol 9 (8) ◽  
pp. 190 ◽  
Author(s):  
Dilek Cakici
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Text Anxiety ◽  
One Year

<p class="Default">The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students’ language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students’ TA and their language achievement. It was also found a significant positive correlation between students’ TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students’ FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.</p>

scholarly journals The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety

2021 ◽  
Vol 16 ◽  
pp. 23-31
Author(s):  
Leila Najeh Bel’Kiry
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Assessment ◽  
Language Learner ◽  
Language Anxiety ◽  
Sensitive Period ◽  
Foreign Language Anxiety ◽  
Psychological Phenomena ◽  
Classroom Language

The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

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