scholarly journals Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 15-36
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Descriptive Analysis ◽  
Significant Negative Correlation ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Teachers And Students ◽  
English Major ◽  
The Relationship

This quantitative study was conducted to find out the relationship between Foreign Language Anxiety (FLA) and the achievements of non-English major university students in Indonesia. Through descriptive analysis, the study found that learners experienced various degrees of FLA with the mean score 93.07 (SD = 17.69, N = 119). This study also found a statistically significant, negative correlation between the learners’ FLA and their achievements as measured with their grades, r (117) = -.37, p < .01. Consistent with that, significant, negative relationships were also found between the learners' achievements and all the three related situation-specific anxieties, namely, communication apprehension, test anxiety, and fear of negative evaluation. Considering the results, it is suggested that both teachers and students should minimise the debilitating effects of students’ FLA. Based on the limitations of this study, some recommendations for future researches are also stated. Suggested directions of future researches on FLA in Indonesia are investigations on the relationship between FLA and achievements across different levels of education as well as thorough qualitative investigations of FLA. Keywords: Foreign Language Anxiety, learners’ achievements, correlations. 

scholarly journals AGE, GENDER AND GRADE EFFECT ON FOREIGN LANGUAGE ANXIETY AMONG CHILDREN

2017 ◽  
Vol 28 (2) ◽  
pp. 133
Author(s):  
Selami Aydin ◽  
Leyla Harputlu ◽  
Şeyda Savran Çelik ◽  
Özgehan Uştuk ◽  
Serhat Güzel
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Turkish Children ◽  
Young Learners ◽  
Adult Language Learners ◽  
Subject Variables ◽  
The Relationship

The number of studies on the relationship between certain demo- graphic variables, age, gender and grade, and the levels of foreign language anxiety (FLA) in the English as a foreign language (EFL) context regarding adult and young learners is fairly limited, whereas the findings obtained from prior studies did not reach a consensus on the influences of FLA, and studies mainly focused on adult language learners rather than young learners. This study aims to explore the effect of age, gender and grade differences on FLA and its types, communication apprehension, fear of negative evaluation and test anxiety, among Turkish children who learn English as a foreign language. The participants were 494 children enrolled at primary and secondary schools. The data collection tools were a background questionnaire interrogating the variables mentioned and the Children’s Foreign Language Anxiety Scale (CFLAS). After computing the reliability coefficient of the scale and total variance, independent samples t-test and ANOVA were used to see the relationships between the levels of FLA and its types and subject variables, age, gender, and grade. The results showed that age, gender, and grade constitute significant differences regarding FLA and its types, when several items in the CFLAS were considered. In the light of findings, several practical recommendations are listed. 

scholarly journals Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

2016 ◽  
Vol 12 (7) ◽  
pp. 193 ◽  
Author(s):  
Hamad H. Alsowat
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Significant Negative Correlation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Negative Effects ◽  
Factors Affecting ◽  
Academic Level ◽  
English Major ◽  
The Impact

This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented.

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