Gender Differences in Strategies for Coping with Foreign Language Learning Anxiety

We investigated gender and differences in level of anxiety in regard to use of coping strategies for foreign language learning anxiety (FLLA). Participants were 122 Taiwanese university students enrolled in English as a foreign language courses. Results of multivariate analysis of variance showed that the female students scored significantly higher than did the male students in two coping strategies: peer seeking and positive thinking. In contrast, the male students were more inclined to use relaxation as a way of coping. There was no difference between the groups with different levels of anxiety in their choice of coping strategies and no interaction effect between gender and anxiety level in the coping strategies used. Results thus showed that gender played a significant role in university students' choice of strategies to cope with FLLA.

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Coping Strategies of Taiwanese University Students as Predictors of English Language Learning Anxiety

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2013.41.3.411 ◽

2013 ◽

Vol 41 (3) ◽

pp. 411-419 ◽

Cited By ~ 4

Author(s):

Po-Chi Kao ◽

Philip Craigie

Keyword(s):

Foreign Language ◽

University Students ◽

Language Learning ◽

Coping Strategies ◽

Coping Strategy ◽

English Language ◽

Foreign Language Learning ◽

Positive Thinking ◽

Learning Anxiety ◽

Language Learning Anxiety

In this study we examined which coping strategies could predict anxiety about learning English as a foreign language. Our participants were 120 Taiwanese university students who completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the modified version (Marwan, 2007) of the Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004). The results showed that positive thinking was the coping strategy that the participants used most often when they were experiencing foreign language learning anxiety. Use of the coping strategy of positive thinking was also the strongest predictor of all coping variables of a lower level of foreign language learning anxiety. The results also revealed that resignation contributed to higher levels of foreign language learning anxiety than did use of other coping strategies. Results in the current study have implications for both teachers and students to become more aware of the relative efficacy of different coping strategies.

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Foreign language learning anxiety: A comparison between high school and university students

Journal of Human Sciences ◽

10.14687/jhs.v15i3.4441 ◽

2018 ◽

Vol 15 (3) ◽

pp. 1584

Author(s):

Gökhan Baş ◽

Mehmet Özcan

Keyword(s):

High School ◽

Foreign Language ◽

University Students ◽

Language Learning ◽

Foreign Language Learning ◽

Educational Status ◽

Monthly Income ◽

Learning Anxiety ◽

Anxiety Levels ◽

Language Learning Anxiety

This research aimed to identify the differences in foreign language learning (FLL) anxiety levels between high school and university students based on some variables such as gender, current educational status, parents’ (father and mother) educational status, and monthly income of families. The survey model was adopted in the research. The research included high school (n = 333) and university (n = 341) students from Nigde and Afyonkarahisar provinces. In the research, “Foreign Language Learning Anxiety Scale” (FLLAS) was used in order to collect data. For the analyses of the data, independent samples t-test and one-way ANOVA were performed. The results of the research indicated that gender, fathers’ educational status and monthly income of family variables did not have a significant impact on foreign language anxiety levels of high school and university students. It was also found that students’ educational status as well as their mothers’ educational status variables influenced their FLL anxiety significantly.

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