scholarly journals THE CORRELATION BETWEEN EFL ANXIETY AND STUDENTS’ READING COMPREHENSION”.

Prosodi ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 128-134
Author(s):  
Asri Nofa Rama
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Pearson Correlation ◽  
English Language Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Academic Year ◽  
Classroom Anxiety

The objective of the current study examined whether there was any significant correlation between foreign language classroom anxiety and students’ reading comprehension. In this regard, hopefully, this study provided English language lecturers to recognize the most provoking factor that affect learning a foreign language, such anxiety and helped students to solve language anxiety to become better English language students. This researcher was conducted at Lakidende University, particularly 32 university students of English Language Teaching Department who enrolled in academic year 2018/2019. The data were obtained from students’ reading comprehension test and questionnaire that is Foreign Language Classroom Anxiety Scale (FLCAS) and to analyze the data this study applied Pearson Correlation analysis. The finding revealed that there was a significant relationship between foreign language classroom anxiety and students’ reading comprehension, p (.061) 0.05. Meanwhile, the strength of correlation between reading anxiety and students’ reading comprehension was categorized “moderate” according to table Guidelines of Interpreting Pearson's Correlation Coefficient (r =.381). It might be the fact that most of students frequently experienced moderate level of foreign language classroom anxiety in their reading comprehension class.

scholarly journals The influences of lecturers on foreign language classroom anxiety

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Norliani Norliani ◽  
Wulida Makhtuna
Keyword(s):  
Foreign Language ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Three Dimensions ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Strongly Agree ◽  
Academic Year ◽  
Classroom Anxiety

This study is to find out the influences of lecturers’ attitudes on foreign language classroom anxiety (FLCA) levels of students. The study has been carried out at the fifth semester students of English Departement of STKIP PGRI Banjarmsin academic year 2015/2016. The data have been collected by means of questionnaire and interview, designed to measure the FLCA levels. The aim of which is to obtain information about the effects of lecturers’ attitudes on students with different anxiety levels. FLCA tested on three dimensions, communication apprehension, fear of negative evaluation, and test anxiety. It was a five point likert’s scale questionnaire, ranging from strongly agree to strongly disagree. Strongly agree was coded by (5) and strongly disagree was coded by (1). The interview and questionnaire were translated into Bahasa Indonesia to make it easy for students to understand. The result of the study have revealed that, in  the  classroom the level of anxiety increases by the influence of lecturers.

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.

scholarly journals Anxiety in adult foreign language learning: The case of Ghanaian undergraduate students of Spanish

2021 ◽  
Vol 32 (1) ◽  
pp. 49-81
Author(s):  
Benedicta Adokarley Lomotey
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Pearson Correlation ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
And Performance ◽  
Classroom Anxiety

This study investigates students’ anxiety levels through the administration of the Foreign Language Classroom Anxiety Scale (FLCAS) among Spanish learners at a Ghanaian University. The differences according to level of instruction, the association between classroom anxiety and performance, as well as the possible relationship between language immersion and anxiety are also analysed using descriptive statistics, and Pearson’s Moment Correlation Coefficient. The findings indicate that the majority of student participants experienced foreign language classroom anxiety. Nonetheless, contrary to previous research findings, anxiety was not found to decrease systematically as proficiency increased. Additionally, as confirmed by previous studies, the result of the Pearson correlation analysis showed that students’ overall Spanish classroom anxiety and their classroom achievement had a negative association.

scholarly journals How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students

2021 ◽  
Vol 3 (2) ◽  
pp. 86-98
Author(s):  
Chengchen Li ◽  
Jean-Marc Dewaele
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Secondary Students ◽  
Classroom Environment ◽  
Pearson Correlation ◽  
Environment Interaction ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.

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.

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