An exploration of Chinese EFL learners’ foreign language anxiety, personality and self-esteem

2015 ◽  
Vol 5 (2) ◽  
pp. 181-203 ◽  
Author(s):  
Meihua Liu ◽  
Wenxia Zhang
Keyword(s):  
Foreign Language ◽  
Self Esteem ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Learners

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 The Relationship between Self-esteem and Second Language Anxiety among Hashemite University Students in Jordan

2019 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Esteem ◽  
The Self ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
Hashemite University ◽  
The Relationship

The purpose of this study was to investigate the relationship between self-esteem and second foreign language. A random sample of 258 students Hashemite University participated in the current study. The foreign language classroom anxiety scale which was developed by horwitz and others and the self-esteem scale which was developed by Rosenberg were used to measure two variables, the self-esteem and foreign language anxiety consequently. The findings of this study revealed a strong negative correlation between self-esteem and foreign language anxiety and the study also revealed that self-esteem good predictor of foreign language anxiety. The findings also showed that there is a statically significant differences in the correlation between self-esteem and foreign language anxiety refer to faculty and academic year and there is no a statistically significant differences in the correlation between self-esteem and foreign language anxiety refer to gender. Many researchers refer to importance of affect in the language classroom. Language learning is an anxiety-provoking experience for many students. Affective factors which may have impacts on foreign language learning have been studied since past two decades. The most important affective e factors that have been received considerable attention and widely studied in educational context are language and self-esteem [1]. Self-esteem is one of the central drives in human beings. When the level of the self -esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear and other negative situations. In the context of language learning, low self-esteem can have serious consequences, student may avoid taking the necessary risks to acquire communicative competence in the target language, they may feel deeply insecure and even drop out of the class [2].

Drama for L2 Speaking and Language Anxiety: Evidence from Brazilian EFL Learners

RELC Journal ◽  
2018 ◽  
Vol 49 (3) ◽  
pp. 273-289 ◽  
Author(s):  
Angelica Galante
Keyword(s):  
Foreign Language ◽  
Mixed Methods Study ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Learners ◽  
The Past ◽  
Comfort Levels ◽  
L2 Speaking ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety

Anxiety is a dimension of L2 speaking that has been heavily investigated over the past several decades, but there is a paucity of research investigating instruction aiming at lowering anxiety. While research suggests drama lowers L2 learners’ anxiety, it is unclear to what extent anxiety is affected by drama. This article reports results from a mixed methods study examining whether drama impacts foreign language anxiety (FLA). The participants were 24 Brazilian adolescents who took part in two distinct four-month EFL programmes: a drama and a non-drama programme. An adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) was used as pre- and post measures. Analyses from FLCAS indicate a significant reduction in FLA levels among learners in both groups over time, with a slightly better improvement among learners in the drama group. Further analysis provides evidence that drama can enhance comfort levels when speaking the L2. Implications for research and language teaching are discussed.

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