scholarly journals Ansiedad idiomática en Español como Lengua Extranjera y rendimiento académico en la Enseñanza Superior || Foreign language anxiety in Spanish as a Foreign Language and language achievement in Higher Education

2018 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Mercedes Rabadán ◽  
Alejandro Orgambídez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Enseñanza Superior ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom

 La ansiedad idiomática es reconocida como uno de los elementos afectivos que mayor influencia tiene sobre el aprendizaje de lenguas extranjeras. No obstante, se han realizado pocos estudios sobre el papel de la ansiedad en el contexto de Español como Lengua Extranjera (ELE), y apenas existen investigaciones con estudiantes portugueses de la enseñanza superior. Este estudio explora el papel de la ansiedad idiomática como predictor del rendimiento académico en estudiantes portugueses universitarios. Se llevó a cabo un estudio transversal y correlacional con una muestra de 249 participantes. La ansiedad fue evaluada utilizando la escala Foreign Language Classroom Anxiety Scale (FLCAS) y el rendimiento académico fue medido utilizando la nota final obtenida en la asignatura de español como lengua extranjera. Los resultados mostraron que mayores puntuaciones en la aprensión comunicativa, la ansiedad durante la evaluación y el miedo a una evaluación negativa se asociaron a peor rendimiento académico. El modelo de regresión identificó el miedo a una evaluación negativa como el predictor significativo más importantes de la calificación. Ambientes de clases libres de ansiedad facilitan la adquisición y el aprendizaje de ELE.

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>

Factor Structure of the Foreign Language Classroom Anxiety Scale

2016 ◽  
Vol 119 (1) ◽  
pp. 71-76 ◽  
Author(s):  
Elaine K. Horwitz
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
Foreign Language Anxiety ◽  
Learning Contexts ◽  
Language Classroom ◽  
Confirmatory Factor ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Different Cultures ◽  
Classroom Anxiety

By employing both exploratory and confirmatory factor analysis, Park has provided an important contribution to understanding the underlying constructs of the Foreign Language Classroom Anxiety Scale. To Park’s concerns about previous research on the components of the measure, this article adds the necessity of considering the specific learner populations and learning contexts where foreign language anxiety (FLA) is being examined since the components of FLA likely vary in different learner populations, especially with respect to cultural and proficiency differences. It is particularly important to consider that FLA has different triggers and manifestations in different cultures.

scholarly journals PSYCHOLOGICAL ASSISTANCE IN REDUCING ENGLISH LANGUAGE ANXIETY IN UNIVERSITY STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 26-34
Author(s):  
Mariia M. Avhustiuk
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Anxiety Scale ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Psychological Literature ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Psychological Assistance

The aim of the paper is to outline some possible ways of psychological assistance in defining and reducing foreign language anxiety in university students. In this context the analysis focuses on a theoretical study of language anxiety in the psychological literature and states its role in learning foreign languages and studying in university in general, highlights and explains some reasons of language anxiety, analyses its peculiarities and effect on the efficacy of learning foreign languages. Moreover, we aim at defining some possible ways of detection, prevention, and reducing foreign language anxiety trying to analyse some existent in psychological literature methods and practical questionnaires. To do this, we divide some practical methods available in the scientific psychological literature into the questionnaires aimed at detecting and preventing language anxiety (“Foreign Language Classroom Anxiety Scale” (FLCAS), “Language Learners’ Anxiety and Motivation”, “The Anxiety Scale”, “Test Anxiety Scale”, “Fear of Negative Evaluation”, etc.) and questionnaires that help reduce language anxiety (“Foreign Language Speaking Anxiety Scale”, “The Self-Regulated Foreign Language Learning Questionnaire”, “SWOT Analysis”, “Self-Regulation Questionnaire”, “Metacognitive Awareness Inventory”, “Promoting Student Metacogniton about Learning”, etc.). We also mention impact of self-regulated learning and importance of playing activities (games) during efficient learning, specify the role of fossilization. Practical implication of the paper is to provide the results of the students of the International Relations Department (N = 153) who voluntarily answered the questions of the adapted and translated into Ukrainian version of the “Foreign Language Classroom Anxiety Scale” (FLCAS). Our findings suggest that significant English language anxiety is experienced by many students. Finally, some implications for the next studies are proposed.

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.

scholarly journals Validación y Confiabilidad de la versión francesa de la escala de ansiedad lingüística "Foreign Language Classroom Anxiety Scale" y aplicado a estudiantes franceses: Revisión del análisis de Horwitz y Cope, Aida y Pérez y Martínez.

2019 ◽  
Vol 34 (1) ◽  
pp. 207-225
Author(s):  
Laurane Jarie ◽  
Carlos Salavera Bordás ◽  
Abel Merino Orozco ◽  
Pablo Usán Supervía
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

La ansiedad ante el aprendizaje de las lenguas extranjeras es una de las variables más influyentes en el aprendizaje de idiomas extranjeros.  Horwitz y Cope (1986, 1991) desarrollaron un marco teórico alrededor del constructo específico  de ansiedad lingüística que consigue explicar el rol de esta variable dentro del proceso de enseñanza – aprendizaje de las lenguas extranjeras. Los autores elaboraron una escala estadísticamente fiable y válida para poder medir  los niveles de ansiedad lingüística. La presente investigación pretende estudiar  la validación y la confiabilidad del instrumento Foreign Language Classroom Anxiety Scale traducido al idioma francés  para su aplicación con estudiantes  franceses de secundaria  así como repetir el análisis factorial de la FLCAS realizado por Aida (1994), Pérez y Martínez (2001).   La adaptación del instrumento, se distribuye, tras el análisis con rotación Varimax, en cuatro factores que explican el 58,78% de la varianza total y un alpha de Cronbach de ,77.

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.

scholarly journals The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis

2020 ◽  
Vol 2 (1) ◽  
pp. 26-56
Author(s):  
Eloise Botes ◽  
◽  
Jean-Marc Dewaele ◽  
Samuel Greiff ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Meta Analysis ◽  
Anxiety Scale ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Classroom Anxiety

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14,128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12,585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.

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