scholarly journals Foreign Language Anxiety and Individualism-Collectivism Culture: A Top-Down Approach for a Country/Regional-Level Analysis

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110691
Author(s):  
Michiko Toyama ◽  
Yoshitaka Yamazaki
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Regional Level ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cultural Dimension ◽  
Top Down ◽  
Language Classroom ◽  
Normative Score ◽  
Level Analysis

This study explored how foreign language anxiety in class relates to individualism-collectivism culture. Additionally, to serve as a guideline for foreign language anxiety assessment, the study determined a normative score of the Foreign Language Classroom Anxiety Scale (FLCAS), which is well known and frequently applied for foreign language anxiety examination. After conducting a literature search identifying 106 studies in 35 countries/regions, a top-down approach was used to analyze aggregate FLCAS mean scores by country/region and examine relationships between the FLCAS score and the rating of individualism-collectivism cultural dimension from Hofstede’s cultural index. This relationship was significant for higher education institutions but insignificant for all institutions and for elementary to high schools. The FLCAS normative score was 94.82, slightly lower than the theoretical midpoint of 99. The findings have implications for educators, since university/college/graduate students in countries/regions with stronger collectivism had higher foreign language anxiety.

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 FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING

2016 ◽  
Vol 3 (102) ◽  
pp. 18-23
Author(s):  
Asta Lileikienė ◽  
Lina Danilevičienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Low Achievement ◽  
Language Class ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The University ◽  
Research Analysis

Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues to exist in the university foreign language classroom as well. A number of foreign language students report feeling anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the university foreign language classroom. Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and 33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample involved 200 first and second year students of Lithuanian Sports University . Results. The research analysis revealed that the respondents generally felt anxious speaking in the language class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign language class and speaking with native speakers. The correlation between the students’ level of knowledge and their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety. Moreover, female participants of this study exhibited higher levels of foreign language anxiety. Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low achievement made them more anxious about learning.

scholarly journals The ‘unforgettable’ experience of foreign language anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 120-128
Author(s):  
Morana Drakulić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Learning Context ◽  
Language Classroom ◽  
First Year University

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

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 JALT2015 Conference Article: On Emotions in Foreign Language Learning and Use

2015 ◽  
Vol 39 (3) ◽  
pp. 13 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Recent Work ◽  
Learning Process ◽  
Crucial Role ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom

Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. I report on some recent work that has investigated the role of emotion in the foreign language classroom, both positive (foreign language enjoyment) and negatives ones (foreign language anxiety). It seems that both learners and teachers play a crucial role in managing emotions in the classroom. I also report on the difficulties associated with the communication of emotions in a foreign language and on their relative absence in foreign language course books and during classes. This leaves learners ill-prepared to recognise and express emotions appropriately in a foreign language, which is an essential part of sociopragmatic competence. 外国語学習過程の中心には「感情」がある。感情がなければ飽きるのも早く、学びも限られてしまう。本論では、外国語の授業で感情が果たす肯定的な（例：外国語学習の楽しみ）および否定的な（例：外国語学習不安）役割について報告する。そして最近の研究を基に、いかに学習者と教員双方がクラスでの感情のコントロールに深くかかわっているかを考察する。また、外国語で感情を伝えることの難しさについても触れ、外国語の教科書や授業で感情表現が扱われることの少なさが、社会語用論的能力の主な要素である感情表現の理解不足につながっていることを指摘する。

scholarly journals AGE AND PROFICIENCY IN FOREIGN LANGUAGE ANXIETY

2020 ◽  
pp. 209
Author(s):  
Rafael Dutra ◽  
Ingrid Finger
Keyword(s):  
Foreign Language ◽  
Significant Positive Correlation ◽  
Significant Negative Correlation ◽  
Anxiety Level ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language History ◽  
Proficiency Level ◽  
Language Classroom ◽  
Different Levels

This study aimed to investigate how proficiency and age are related to Foreign Language Anxiety (FLA). A total of 88 teenagers and adults with different levels of proficiency answered the Language History Questionnaire and the Foreign Language Classroom Anxiety Scale. The analyses revealed (1) a significant negative correlation between the participants’ mean self-assessed proficiency and their level of FLA; and (2) a significant positive correlation between the participants’ age and their level of FLA. In other words, the lower the proficiency level, the higher the participants’ anxiety level. In addition to that, the older the participant, the higher his anxiety level. The results of the study suggest that Foreign Language Anxiety seems to be related to both proficiency level and learner age. Such results are discussed in light of previous investigations in the field of Applied Linguistics.Keywords: Foreign language anxiety; proficiency; age.

scholarly journals Foreign Language Virtual Class Room: Anxiety Creator or Healer?

2020 ◽  
Vol 13 (11) ◽  
pp. 130
Author(s):  
Mohammad Tanvir Kaisar ◽  
Sabrina Yasmin Chowdhury
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Virtual Classroom ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
E Learning ◽  
Real Picture

Virtual classroom using technology is a novel dimension in distance learning and teaching pedagogy during the pandemic situation across the globe. Researchers regard e-learning as an opportunity for future teaching and learning approach. Therefore, recent pieces of literature on Foreign Language Anxiety, Technological anxiety and E-learning using virtual classroom inspires the current researchers to foster a real picture of Bangladeshi educational institutions. The study aims at investigating whether the virtual classroom situation creates anything new in Foreign Language Anxiety or heals the learners from anxiety experienced in the physical classroom. A self-made Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) was conducted through 104 students&rsquo; participation from three public and three private universities of Bangladesh. Through the tertiary level learners&rsquo; physical language classroom and virtual language classroom participation, the quantitative data has been collected. In-depth interview and focus group discussion have also been conducted to collect qualitative data. The study also shows findings and important recommendations for the concerned so that virtual language classroom environment and anxiety-free &lsquo;Foreign Language Virtual Classroom&rsquo; can be implemented.

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 Exploring the Factors of Foreign Language Anxiety Among Chinese Undergraduate English Majors and Non-English Majors

2018 ◽  
Vol 8 (5) ◽  
pp. 142
Author(s):  
Mehwish Naudhani ◽  
Zhijie Wu ◽  
Sehrish Naudhani
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Middle Level ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
English Majors ◽  
High Level ◽  
Classroom Anxiety

The study aims to examine three factors of foreign language anxiety i.e. speaking anxiety, foreign language classroom anxiety and teacher-generated anxiety, among Chinese English majors and non-English majors. The data were analysed to find out which of these factors invoke more anxiety. Research data collection was done via Foreign Language Anxiety Scale. A total number of subjects are 101, including 51 English majors and 50 non-English majors, with Chinese as their mother-tongue and learning English as a second language at university. The results revealed that English majors feel the middle level of foreign language speaking and classroom anxiety while Non-English majors experience high level of foreign language speaking and classroom anxiety. Moreover, both groups felt more anxious when they spoke to the teacher. Keeping in view the results of the study, some follow-up studies are recommended.

scholarly journals Mandarin Language Learning Anxiety Among Non-Chinese Learners: A Case of Universiti Teknologi MARA

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Hie Ling Ting ◽  
Jiin Yih Yeo ◽  
Vicky Chin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Third Language ◽  
Learning Anxiety ◽  
Chinese Learners ◽  
Language Classroom ◽  
Mandarin Language

Learning Mandarin as a foreign language or third language can be very difficult for non-Chinese learners. In the process of learning Mandarin, non-Chinese learners may experience certain level of foreign language anxiety. The objectives of this study are to investigate Mandarin language anxiety level and its associated factors among non-Chinese learners. This study involved 221 non-Chinese learners who enrolled in Introductory Mandarin Language in Universiti Teknologi MARA (UiTM), Sarawak. The instrument for this study included the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz and Cope (1986). The collected data were analysed using Statistical package for Social Science (SPSS) 22. The results of the study indicated that most of the non-Chinese learners experienced a moderate level of anxiety while learning Mandarin. The main factor that contributed to their language anxiety was communication apprehension, followed by fear of negative evaluation and test anxiety.

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