scholarly journals FOREIGN LANGUAGE ANXIETY IN OUT-OF-CLASS PERFORMANCE.IDENTIFYING LANGUAGE-ANXIETY SOURCES, ITS EFFECTS, AND COPING STRATEGIES

Neofilolog ◽  
2018 ◽  
pp. 29-43
Author(s):  
Katarzyna Morena
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Achievement Motivation ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cognitive Responses ◽  
Negative Feeling ◽  
Oral Performance ◽  
And Coping

Language researchers have long been aware that anxiety can be associated with the language learning process and negatively correlate with academic achievement, motivation and successful oral performance. Foreign language anxiety was first defined as a negative feeling associated with a language classroom and resulting from a fear of negative evaluation, tests and communication apprehension (Horwitz and Young, 1991). Some learners also reported that they experienced language anxiety in out-of-class oral performance, that it negatively affected their feeling of competence, and beliefs about their successful language acquisition, and also triggered physiological and cognitive responses. The research aimed at identifying sources of language anxiety and its manifestations in adult EFL learners in out-of-class settings, and a set of six strategies was proposed to help learners mitigate the feeling of foreign language anxiety.

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.

scholarly journals FOREIGN LANGUAGE ANXIETY EXPERIENCES OF FILIPINO STUDENTS ACROSS THE FOUR MACRO SKILLS

2021 ◽  
Vol 5 (1) ◽  
pp. 254-264
Author(s):  
Gianinna Elaine Malapote Labicane
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Emotional Reactions ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Filipino Students ◽  
Remote Learning

Throughout the years, scholars have determined that foreign language learning is associated with negative emotional reactions rooted from communication apprehension, test anxiety, and fear of negative evaluation; a phenomenon more widely known as Foreign Language Anxiety (FLA), which has effectively hindered language learning for many students. Moreover, it does not help that the abrupt and drastic pedagogical transformations brought about by the COVID-19 pandemic in itself has proven to be stressful and anxiety-provoking for the learners. In this context, the aim of this study was to determine the foreign language anxiety experienced by Filipino learners in the remote learning setup. This mixed method study gathered data from 83 Filipino college students about their FLA experience across the four macro skills: reading, writing, listening and speaking amidst remote learning. Results revealed the participants experienced the highest level of anxiety with speaking. However, it must be noted that the fear of making mistakes and fear of negative evaluation can be observed across all the four macro-skills. Participants also struggle with opportunities to improve across the four macro skills due to the intermittent internet connection, inadequate resources, and limited interaction with their teachers and peers.

scholarly journals Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

2021 ◽  
Vol 8 (2) ◽  
pp. 228-239
Author(s):  
Iman Nugroho ◽  
Fauzi Miftakh ◽  
Yuna Tresna Wahyuna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communication Apprehension ◽  
Common Factor ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Anxiety ◽  
Spread Of Infection

Due to pandemic covid-19, the learning setting has changed from face-to-face to an online learning environment to prevent the further spread of infection. This change mostly affected the state of psychological, specifically anxiety issues.  Specific anxiety called Foreign Language Anxiety (FLA) appears as anxiety affiliates with foreign language learning. Despite foreign language anxiety is evidenced to be hinder students’ achievements, there are only a few studies that have explored FLA in an online setting. Therefore, by using a case study, this research paper tried to investigate the factors of speaking anxiety of 5 students from different anxiety levels. These students were selected from a total of 30 students using the Foreign Language Anxiety Scale (FLCAS), which later be interviewed and asked to write a reflective journal. The result showed that some sources of each categorical factor (communication apprehension, test anxiety, fear of negative evaluation) can be classified as inter-lingual or intra-lingual factors. Moreover, some sources of factors have developed to new manifestations due to learning setting’ shifting. Additionally, as a part of communication apprehension, teachers’ bad teaching habits appeared as the most common factor to arise students’ speaking anxiety. Therefore, this study suggests teachers to evaluate their teaching habits, to reduce the influence of bad teaching habits on the students’ speaking anxiety.

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 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.

scholarly journals The impact of contemplative practices on foreign language anxiety and learning

2017 ◽  
Vol 7 (4) ◽  
pp. 573-599 ◽  
Author(s):  
Emily E. Scida ◽  
Jill E. Jones
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Classroom Climate ◽  
Group Analysis ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Contemplative Practices ◽  
Post Test ◽  
The Impact

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context—affect and learning in foreign language courses.

scholarly journals REDUCING STUDENTS’ FOREIGN LANGUAGE ANXIETY IN SPEAKING CLASS THROUGH COOPERATIVE LEARNING

2018 ◽  
Vol 2 (2) ◽  
pp. 83-91
Author(s):  
Susidamaiyanti Susidamaiyanti
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Critical Factor ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Affective Filter ◽  
Speaking Skill

One of the challenges in teaching English as a foreign language to students in Indonesia is the existence of Foreign Language Anxiety (FLA) that are faced by students at any level of education. FLA has hindered the students in mastering English, especially in Speaking Skill, it is shown by their performances in the class which are too nervous, shy, unwilling to participate and lack of confidence.Gardner and McIntyre,(1987) stated that FLA negatively impacts the quality of learning and is a critical factor in learners’ success or failure in learning a foreign language. Based on the aforementioned statements, it means reducing students’ language anxiety can enhance their overall learning experience and improve motivation and achievement.Thus, for many years, some researchers have attempted to find the most suitable techniques and methods to help students overcome this problem. Some of which is by providing them a conducive learning environment, the culture of caring and of course, a non-threatening atmosphere in the classroom. For that reason, this paper isintended to propose a technique to reduce the students’ anxiety; that is cooperative learning. By using cooperative learning, it is expected that it can overcome this problem, as this technique offers a good language-learning environment in which the process of learning dealing with cooperativeness rather than competitiveness. This is in line with Krashen (1982). He, through his Affective Filter Hypothesis, contends that one of the factors of language acquisition to happen is in a low-filter language-learning environment.

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.

Sign in / Sign up

Export Citation Format

Share Document