An Investigation into How Korean University Students Are Affected by Foreign Language Classroom Anxiety in Online English Courses

2021 ◽  
Vol 39 (1) ◽  
pp. 203-227
Author(s):  
Christopher Gordon
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

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 Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

2015 ◽  
Vol 8 (12) ◽  
pp. 209 ◽  
Author(s):  
Armineh Martirossian ◽  
Anahid Hartoonian
Keyword(s):  
Foreign Language ◽  
Negative Relationship ◽  
Strategy Use ◽  
Negative Evaluation ◽  
Self Regulated Learning ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Regulated Learning ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

<p>Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are two important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For collecting data, Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, &amp; Cope, 1986) and Motivated Strategies for Learning Questionnaire (Pintrich &amp; De Groot, 1990) were used. To analyze the data, Kendall correlation was run. The results revealed that there is a negative relationship between FLCA (communication apprehension, test anxiety, &amp; fear of negative evaluation) and SRLSs (cognitive strategy use &amp; self-regulation).</p>

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.

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