A Study on the Relationship between Learning Motivation and Foreign Language Anxiety among Korean Majors in Taiwan

2021 ◽  
Vol 21 (17) ◽  
pp. 107-128
Author(s):  
Hyun ju Lee
Keyword(s):  
Foreign Language ◽  
Learning Motivation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
The Relationship

EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS

2021 ◽  
Vol 9 (1) ◽  
pp. 645-658
Author(s):  
Sherrilyn B. Quintos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Foreign Language Anxiety ◽  
Foreign Language Learners ◽  
Filipino Students ◽  
Context Specific ◽  
The Relationship

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

Foreign and second language anxiety

2010 ◽  
Vol 43 (2) ◽  
pp. 154-167 ◽  
Author(s):  
Elaine K. Horwitz
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Anxiety State ◽  
Unique Form ◽  
The Relationship

The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is ‘anxiety’. The concept of anxiety is itself multi-faceted, and psychologists have differentiated a number of types of anxiety including trait anxiety, state anxiety, achievement anxiety, and facilitative-debilitative anxiety. With such a wide variety of anxiety-types, it is not surprising that early studies on the relationship between ‘anxiety’ and achievement provided mixed and confusing results, and Scovel (1978 – this timeline) rightly noted that anxiety is ‘not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts’ (p. 137). Scovel did not, however, anticipate the identification in the mid-1980s of a unique form of anxiety that some people experience in response to learning and/or using an L2. Typically referred to as language anxiety or foreign language anxiety (FLA), this anxiety is categorized as a situation-specific anxiety, similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.

scholarly journals Exploring the Relationship Between Foreign Language Anxiety, Gender, Years of Learning English and Learners’ Oral English Achievement Amongst Chinese College Students

2020 ◽  
Vol 10 (3) ◽  
pp. 31
Author(s):  
Hualan Tan ◽  
Zhilong Xie
Keyword(s):  
College Students ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Learning ◽  
Significant Difference ◽  
English Achievement ◽  
The Relationship ◽  
Learning English

English serves as a bridge of communication for the people from all over the world as it plays an increasingly crucial role in the process of globalization. In accordance with English curriculum standards issued by the Ministry of Education in 2011, the ultimate goal of English language discipline is to communicate. But over these years, China’s English education has been difficult to get out of the dilemma of “Dumb English”. When facing the real oral communication situations, students are still too nervous to speak with a great deal of fluency and accuracy. Therefore, the present study aims to explore the relationship between English language anxiety, gender, years of English learning and final oral English achievement by inviting 41 English major freshmen of foreign language departments of Nanchang Business College. For this purpose, this study adopts a reliable Foreign Language Classroom Anxiety Scale developed by Horwitz and Cope (1986) to measure students’ anxiety. The results reveal that anxiety levels between males and females are similar; there is also no significant difference among years of learning English; however, a significantly negative correlation between college students’ foreign language anxiety and their oral English learning achievement was found.

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 THE RELATIONSHIP BETWEEN SELF-EFFICACY AND LECTURER’S ASSERTIVE BEHAVIOR WITH FOREIGN LANGUAGE ANXIETY

2018 ◽  
Vol 1 (2) ◽  
pp. 150-164
Author(s):  
Dedy Surya ◽  
Asih Menanti ◽  
Nina Siti Salmaniah Siregar
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Quantitative Research ◽  
English Education ◽  
Sampling Technique ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
State Institute ◽  
Assertive Behavior ◽  
The Relationship

This quantitative research aimed to determine the relationship between self-efficacy and lecturer’s assertive behavior with foreign language anxiety experienced by university student. The population in this study was the students of the Department of English Education, State Institute for Islamic Studies Langsa. The samples were selected by using Stratified Random Sampling technique and sorted 147 students in semester 2, 4, and 6 that spread proportionally. The data were collected by using Foreign Language Classroom Anxiety Scale (FLCAS), self-efficacy scale, and lecturer’s assertive behavior scale. The data, then, were analyzed by multivariate linear regression. The result showed that self-efficacy and lecturer’s assertive behavior significantly contributed to foreign language anxiety. The effective contribution of self-efficacy and lecturer’s assertive behavior to foreign language anxiety was 58,4%.

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