On the Relationship between Foreign Language Classroom Anxiety, Willingness to Communicate and Scholastic Success among Iranian EFL Learners

2015 ◽  
Vol 5 (11) ◽  
pp. 2387 ◽  
Author(s):  
Mina Rastegar ◽  
Maliheh Karami
Keyword(s):  
Foreign Language ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Scholastic Success ◽  
The Relationship ◽  
Classroom Anxiety

scholarly journals The Relationship Between Foreign Language Classroom Anxiety and Background Variables in a Multilingual Context

2019 ◽  
Vol 9 (6) ◽  
pp. 249
Author(s):  
Elias Bensalem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Self Efficacy ◽  
Statistical Analyses ◽  
College Level ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
The Relationship ◽  
Classroom Anxiety

This paper sets out to investigate the potential correlation between foreign language classroom anxiety (FLCA) and four background variables (gender, self-efficacy, self-perceived proficiency, and experience abroad) among multilingual EFL college-level students in Saudi Arabia. A group of 191 participants (80 females, 111 males) took part in the study by answering an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986) as well as the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The statistical analyses revealed that participants experienced low to moderate rates of FLCA with females exhibiting higher levels of FLCAS than males. Statistical analyses showed that gender, self- efficacy and English self-perceived proficiency were significant predictors of FLCA in a multilingual context. In addition, experience abroad was not correlated with FLCA.

scholarly journals Correlation between Anxiety and Willingness to Communicate in the Indonesian EFL Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Yana Shanti Manipuspika
Keyword(s):  
Foreign Language ◽  
Pearson Correlation ◽  
Willingness To Communicate ◽  
Language Anxiety ◽  
Strong Positive Correlation ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Research Questions ◽  
Classroom Anxiety

This present study probes the relationship between English as a Foreign Language (EFL) students’ language anxiety and their willingness to communicate. The research questions are threefold: a) What are the types of anxiety experienced by the students, b) What is the anxiety level of them, and c) What is the correlation between foreign language anxiety (FLA) and the willingness to communicate (WTC) of the students. Quantitative descriptive approach was employed and the data were collected from 98 participants in an English Department by making use of the Foreign Language Classroom Anxiety Scale (FLCAS) and Likert-type WTC Scale. Pearson Correlation test was run to provide answers of the research questions. The results of this study indicated a strong positive correlation between learners’ foreign language classroom anxiety and their willingness to communicate. Fear of negative evaluation, test anxiety, and communication apprehension were the students’ types of anxiety. In addition, students had high level of anxiety, which in turn, made them difficult in dealing with language learning process and tend to have low desire to speak. Therefore, this study tries to highlight whether anxiety is a significant barrier to WTC, to determine the types and level of FLA, as well as to provide suggestions to help minimize the anxiety.

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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