scholarly journals Foreign Language Anxiety in Relation to Gender Equity in Foreign Language Learning

2018 ◽  
Author(s):  
Diana Chitra Hasan ◽  
Sitti Fatimah
Keyword(s):  
Gender Differences ◽  
Foreign Language ◽  
Language Learning ◽  
Gender Equity ◽  
Foreign Language Learning ◽  
Female Students ◽  
Three Dimensions ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Males And Females

This study examines gender differences in foreign language anxiety and comparesforeign language anxiety experienced by Indonesian learners of English in Indonesiaand Australia. Participants of the study were 64 Indonesian learners of English inIndonesia and Australia aged between 16 and 18. They completed the ForeignLanguage Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz and Cope(1936) to measure the level of their language anxiety. The result indicated that maleswere significantly more anxious than female students in the three dimensions ofthe FLCAS. Males and females also exhibited different patterns of anxiety level.With regards to the differences between the contexts of language learning, generallystudents who leamed English in Indonesia were more anxious than those who studiedEnglish in Australia.

scholarly journals Foreign Language Learning Anxiety Among Low Intermediate Level EFL Students: A Comparison of the Anxiety Levels of Students Attending Three Different Turkish State Universities

2020 ◽  
Vol 4 (2) ◽  
pp. 41-48
Author(s):  
Esen SPAHI KOVAÇ
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
School Students ◽  
Preparatory School ◽  
Turkish State ◽  
And Gender

The present study examined the general foreign language classroom anxiety of   preparatory school students according to the type of University and gender. The sample consisted of 282 students from three preparatory schools. The students were from Anadolu Univeristy, Osmangazi University and Dumlupınar University. There were 150 male and 132 female students. One-Way ANOVA showed that there were no significant differences among the level of foreign language anxiety of preparatory school students from different Universities. In addition to considering anxiety in a gender differences t-test showed that female students have been found much more anxious than mail students in foreign language anxiety.

scholarly journals ESP SPEAKING STRATEGIES AND FOREIGN LANGUAGE ANXIETY IN HIGHER EDUCATION CLASSROOM

1970 ◽  
Vol 45 (5) ◽  
pp. 181-203
Author(s):  
Милевица Десимир Бојовић
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Individual Performance ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
High Anxious ◽  
Medium Level ◽  
Anxious Group

The study examines the undergraduate students’ perceived use of foreign language speaking strategies, their levels of foreign language anxiety, and the potential relationships between them. Two instruments were used in the study—Inventory of Speaking Strategies in a Foreign Language, based on the instrument Strategy Inventory in Foreign Language Learning, and Foreign Language Classroom Anxiety Scale. The results showed that students’ overall perceived use of speaking strategies in English as a foreign language for specific purposes was frequent. The findings also revealed that the students’ foreign language anxiety was at a medium level; individual performance anxieties remained at the same medium levels. A few differences were found between the low-anxious and high-anxious groups on the speaking strategy use: the former uses circumlocutions and synonyms when stuck with a word in English more frequently while the latter is paying attention more often when someone is speaking in English. The results also suggest that the medium-anxious group uses gestures when unable to think of a word during a conversation in English less frequently than the low-anxious group.

scholarly journals The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety

2021 ◽  
Vol 16 ◽  
pp. 23-31
Author(s):  
Leila Najeh Bel’Kiry
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Assessment ◽  
Language Learner ◽  
Language Anxiety ◽  
Sensitive Period ◽  
Foreign Language Anxiety ◽  
Psychological Phenomena ◽  
Classroom Language

The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

scholarly journals The ‘unforgettable’ experience of foreign language anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 120-128
Author(s):  
Morana Drakulić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Learning Context ◽  
Language Classroom ◽  
First Year University

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

Factors associated with foreign language anxiety

1999 ◽  
Vol 20 (2) ◽  
pp. 217-239 ◽  
Author(s):  
ANTHONY J. ONWUEGBUZIE ◽  
PHILLIP BAILEY ◽  
CHRISTINE E. DALEY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Future Research ◽  
Prior History ◽  
Foreign Countries ◽  
Self Worth ◽  
History Of

Foreign language anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. This study of 210 university students examined factors that predict1 foreign language anxiety. A setwise multiple regression analysis revealed that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth) contributed significantly to the prediction of foreign language anxiety. An analysis of variance, which included trend analysis, revealed that freshmen and sophomores reported the lowest levels of foreign language anxiety, and that anxiety levels increased linearly as a function of year of study. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions for future research.

scholarly journals JALT2015 Conference Article: On Emotions in Foreign Language Learning and Use

2015 ◽  
Vol 39 (3) ◽  
pp. 13 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Recent Work ◽  
Learning Process ◽  
Crucial Role ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom

Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. I report on some recent work that has investigated the role of emotion in the foreign language classroom, both positive (foreign language enjoyment) and negatives ones (foreign language anxiety). It seems that both learners and teachers play a crucial role in managing emotions in the classroom. I also report on the difficulties associated with the communication of emotions in a foreign language and on their relative absence in foreign language course books and during classes. This leaves learners ill-prepared to recognise and express emotions appropriately in a foreign language, which is an essential part of sociopragmatic competence. 外国語学習過程の中心には「感情」がある。感情がなければ飽きるのも早く、学びも限られてしまう。本論では、外国語の授業で感情が果たす肯定的な（例：外国語学習の楽しみ）および否定的な（例：外国語学習不安）役割について報告する。そして最近の研究を基に、いかに学習者と教員双方がクラスでの感情のコントロールに深くかかわっているかを考察する。また、外国語で感情を伝えることの難しさについても触れ、外国語の教科書や授業で感情表現が扱われることの少なさが、社会語用論的能力の主な要素である感情表現の理解不足につながっていることを指摘する。

scholarly journals Why Can’t We Learn Foreign Languages in Turkey? Some Psychological Reasons Behind It

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Ecenaz Yiğit ◽  
Ömer Faruk Keser ◽  
Levent Uzun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learned Helplessness ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Courses ◽  
Foreign Language Courses

Foreign language learning is one of the most significant endeavours for people in all countries in the world. Turkey has given importance to foreign language learning for years. Nevertheless, it has been an unresolved problem for Turkish people. The purpose of the present study is to determine why people fail to learn foreign languages in Turkey and the psychological reasons behind it by focussing on perception, foreign language anxiety and learned helplessness. The participants were 100 volunteer students (56 female, 44 male) who were selected randomly from different faculties and departments at Bursa Uludag University. The data were collected from a questionnaire, which consisted of five main sections to identify participants’ background, perception of foreign language learning, level of foreign language anxiety, and level of learned helplessness. Both quantitative and qualitative data were collected. The data were analysed in relation to the research questions that guided the study. The results indicated that the participants’ perceptions of foreign language learning were positive owing to past positive experiences, but their level of foreign language anxiety was high due to lack of practice in language skills in the past; and their level of learned helplessness was low because of the positive perceptions they possessed. In addition, the findings suggested that the four language skills should be taken into consideration when the contents of foreign language lessons at schools and foreign language courses at universities are prepared and determined.

Foreign Language Anxiety: Past and Future

2013 ◽  
Vol 36 (4) ◽  
pp. 442-464 ◽  
Author(s):  
Han Luo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Environment ◽  
Foreign Language Learning ◽  
Emotional Reaction ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Negative Effects ◽  
Foreign Language Learners

Abstract This paper gives a comprehensive review of studies on foreign language anxiety. Foreign language anxiety has been recognized in the past few decades as a situation-specific emotional reaction that potentially impedes foreign language learning. Research has shown that foreign language anxiety is not only prevalent among foreign language learners, but also has various negative effects on foreign language learning. In order to help learners cope with this problem, researchers have identified a large number of sources of foreign language anxiety, which generally fall into four major categories, namely, the classroom environment, learner characteristics, the target language, and the foreign language learning process itself. Researchers have also investigated quite a number of factors associated with foreign language anxiety (including categorical background variables and quantitative learner variables) and have produced mixed results. Based on a thorough review of foreign language anxiety, the paper concludes with recommendations for future studies on foreign language anxiety.

Foreign Language Anxiety

2019 ◽  
Vol 30 ◽  
pp. 82-97
Author(s):  
Marta Fondo ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Daily Lives ◽  
Learning Scenarios ◽  
Negative Feelings

Have you ever felt nervous, inappropriate, insecure or worried when trying to communicate in a foreign language? Have you ever feared to make mistakes, being negatively judged or misunderstood when talking to foreigners? Do you know someone who has experienced those situations? If yes, please, keep on reading. All these negative feelings are common in many and diverse situations when using a foreign language. They are the result of experiencing Foreign Language Anxiety (FLA) a situational, dysphoric and debilitating anxiety coined by Horwitz, Horwitz and Cope in 1986. Nowadays, multiculturalism and multilingualism are part of our daily lives as well as communication in a foreign language and with foreigners. Hence, FLA is not a problem restricted to foreign language learning scenarios anymore. This innovative session aims to inform and raise awareness of FLA presence and effects in professional and educational contexts, beyond FL classrooms and learning settings.

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