scholarly journals A Factor Analysis of Chinese University EFL Learners’ Foreign Language Classroom Anxiety

2017 ◽  
Vol 56 (2) ◽  
pp. 181-189
Author(s):  
Yin Xiaoteng ◽  
Wang Yu
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Efl Learners ◽  
Chinese University ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

Factor Analysis of the Foreign Language Classroom Anxiety Scale in Korean Learners of English as a Foreign Language

2014 ◽  
Vol 115 (1) ◽  
pp. 261-275 ◽  
Author(s):  
Gi-Pyo Park
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Factor Model ◽  
Anxiety Scale ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Oblimin Rotation ◽  
Fit Indexes ◽  
Classroom Anxiety

This study examined the latent constructs of the Foreign Language Classroom Anxiety Scale (FLCAS) using two different groups of Korean English as a foreign language (EFL) university students. Maximum likelihood exploratory factor analysis with direct oblimin rotation was performed among the first group of 217 participants and produced two meaningful latent components in the FLCAS. The two components of the FLCAS were closely examined among the second group of 244 participants to find the extent to which the two components of the FLCAS fit the data. The model fit indexes showed that the two-factor model in general adequately fit the data. Findings of this study were discussed with the focus on the two components of the FLCAS, followed by future study areas to be undertaken to shed further light on the role of foreign language anxiety in L2 acquisition.

Investigating Anxiety Symptoms and Reactions within EFL Learners’ Oral Narratives: The Case of Intermediate Level Students

2016 ◽  
Vol 7 (5) ◽  
pp. 902
Author(s):  
Omid Sanaei
Keyword(s):  
Foreign Language ◽  
English Literature ◽  
Anxiety Symptoms ◽  
Oral Narratives ◽  
Efl Learners ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Quota Sampling ◽  
Classroom Anxiety

The present study investigated anxiety symptoms and reactions in EFL learners’ oral narratives. The focus of the study was first to ascertain whether EFL learners’ anxiety symptoms and reactions can be influenced by the degree of foreign language speaking anxiety in the classroom, and secondly to indicate to what extent Iranian EFL learners divulge the components of anxiety symptoms and reactions while they are narrating. Participants were 11 students comprising 5 males and 6 females studying English Literature at the University of Guilan, and they were selected by Purposive Sampling (Quota Sampling). ACTFL guidelines, Foreign Language Classroom Anxiety Scale (FLCAS), picture stories for narrative tasks, and direct observation were instruments of this study. The present study followed a mixed-method design in which EFL learners’ foreign language classroom anxiety was investigated quantitatively. Moreover, anxiety symptoms, anxiety reactions and their components were analyzed qualitatively. The results revealed that more evident anxiety symptoms and reactions can be found in more anxious students. Furthermore, it was revealed that physiological reactions to the classroom anxiety were visible within slightly anxious learners, while behavioral reactions occurred in all of the students.

scholarly journals Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

2015 ◽  
Vol 5 (2) ◽  
pp. 205-228 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Taghreed M. Al-Saraj
Keyword(s):  
Foreign Language ◽  
Short Form ◽  
Foreign Language Anxiety ◽  
Multicultural Personality ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Questionnaire ◽  
Classroom Anxiety

The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.

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