scholarly journals Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency

2022 ◽  
Vol 13 (1) ◽  
pp. 101-109
Author(s):  
Huina Su
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Qualitative Data ◽  
English Proficiency ◽  
Opposite Pattern ◽  
Efl Learners ◽  
Significant Difference ◽  
Teacher Factors ◽  
Language Classroom ◽  
Classroom Anxiety

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.

scholarly journals Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

2021 ◽  
Vol 12 ◽  
Author(s):  
Meihua Liu ◽  
Renqing Yuan
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Proficiency ◽  
Learning Context ◽  
Listening Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Listening And Speaking ◽  
Classroom Anxiety

The present longitudinal survey study explored changes in and effects of foreign language classroom anxiety (FLCA) and listening anxiety (FLLA) on Chinese undergraduate students’ English proficiency over a semester in the COVID-19 context. A set of 182 matching questionnaires was collected from first-year undergraduate English as a foreign language learners at two time points of a 16-week semester. Analyses of the data revealed the following major findings: (1) the participants experienced high levels of FLCA and FLLA both at the beginning and end of the semester, neither of which changed significantly during the semester, (2) FLCA and FLLA were highly positively related to each other, (3) FLCA and FLLA significantly predicted students’ self-rated proficiency in listening and speaking English, and (4) confidence in using English, efforts and motivation to learn English and interaction with instructors and peers mediated FLCA and FLLA to exert effects on students’ self-perceived proficiency in listening and speaking English. These findings indicate that the learning environment is critical in influencing the levels of and changes in FLCA and listening anxiety and that these two types of foreign language anxiety are serious issues in the pandemic foreign language learning context.

scholarly journals LEVELS OF STUDENTS’ ANXIETY TOWARDS ENGLISH TEACHING THROUGH SONGS

2018 ◽  
Vol 1 (4) ◽  
pp. 436
Author(s):  
Meliyana Imelda ◽  
Junia Fajardini
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
English Teaching ◽  
Significant Difference ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Levels ◽  
Classroom Anxiety

This study entitled “LEVELS OF STUDENTS’ ANXIETY TOWARDS ENGLISH TEACHING THROUGH SONGS” was to observing students’ anxiety levels through the songs. In this case, the writers compared levels of students’ anxiety in English teaching with songs and English teaching without songs. The participants were two classes consisted 30 students, 15 students from XI Putra and 15 students from XI Putri. The data in this study were collected by giving Foreign Language Classroom Anxiety Scale questionnaire by Horwitz et al (1986). The FLCAS questionnaire consisting of 33 items scoring with Likert’s scale and analyzed manually used Oetting’s scale to categorize anxiety levels. The study showed that there was a significant difference between class that used English songs method and class without used English songs method. The class with songs was relaxed while the class without songs was mildly anxious.Keywords: Songs, English Songs, Anxiety

scholarly journals The Use of Project-based Learning Focusing on Drama to Promote Speaking Skills of EFL Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 14 ◽  
Author(s):  
Lawarn Sirisrimangkorn
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Qualitative Data ◽  
Teaching Method ◽  
Project Based Learning ◽  
Efl Learners ◽  
Affective Factors ◽  
Language Classroom ◽  
Communicative Context ◽  
Speaking Skills

This study focuses on the use of project-based learning focusing on drama to promote the speaking skills of EFL learners. It also aims to investigate how the use of project-based learning focusing on drama is beneficial to learners’ speaking skills. The participants of this study were EFL learners majoring in English who were enrolled in Learning English through Drama course. The data of the current study was collected quantitatively and qualitatively. Both quantitative and qualitative data analysis revealed that learners’ speaking skills were improved as a result of the use of project-based learning focusing on drama. Moreover, the principles of project-based learning and drama are advantageous for learners’ language learning and speaking skills. Hence, the use of project-based learning focusing on drama is recommended for promoting speaking skills and affective factors. The present study also highlights the advantages of using project-based learning focusing on drama as an effective teaching method as it provides learners with opportunities to speak English and is seen as an enjoyable way for learners to learn a foreign language. Finally, the study recommends the use of project-based learning focusing on drama in the language classroom as it provides learners with opportunities to speak a foreign language in a communicative context.

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.

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