scholarly journals Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Michiko Toyama ◽  
Yoshitaka Yamazaki
Keyword(s):  
Systematic Review ◽  
Foreign Language ◽  
Experimental Studies ◽  
Educational Interventions ◽  
Language Anxiety ◽  
Self Management ◽  
Foreign Language Anxiety ◽  
Narrative Approach ◽  
Classroom Interventions ◽  
Student Interactions

Experimental studies have developed, conducted, and evaluated classroom interventions for foreign language anxiety (FLA) reduction. However, various characteristics of those classroom interventions make it difficult to synthesize the findings and apply them to practice. We conducted what is, to the best of our knowledge, the first systematic review on educational interventions for FLA. Six criteria were established for inclusion of studies. Using English keywords, we identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included. All included studies were published from 2007 to 2020. The studies differed in type of intervention, duration of intervention, and scale to measure FLA. Our systematic review resulted in seven features of classroom interventions, categorized as student–student interactions, student-teacher interactions, self-management, and mood boosters; we also categorized interventions as either individual or interactional.

scholarly journals Foreign Language Anxiety and Achievement: Systematic Review

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Murad M. Al-Shboul ◽  
Ismail Sheikh Ahmad ◽  
Mohamad Sahari Nordin ◽  
Zainurin Abdul Rahman
Keyword(s):  
Systematic Review ◽  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety

scholarly journals Foreign Language Anxiety: A Systematic Review

2019 ◽  
Vol 10 (3) ◽  
pp. 309-317
Author(s):  
Ibrahim Naser Oteir ◽  
Abdullah Nijr Al-Otaibi
Keyword(s):  
Systematic Review ◽  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

scholarly journals THE RELIABILITY OF FOREIGN LANGUAGE ANXIETY SCALE IN MALAY VERSION BASED ON CRONBACH’S ALPHA

2018 ◽  
Vol 2 (1) ◽  
pp. 37-47
Author(s):  
Rosnah Mohd. Sham ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Objective Measure ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
The Government

This paper is part of a study which addresses the reliability of Foreign Language Anxiety Scale (FLCAS) in Malay version.  Researchers find that the reliability of an instrument is closely associated with its validity and an instrument cannot be valid unless it is reliable. However, the reliability of an instrument does not depend on its validity. Therefore, this paper investigates the reliability of the instrument called FLCAS in Malay version.  FLCAS is widely used in collecting data relating to language anxiety and perhaps the most reliable and comprehensive tool in language anxiety.  This paper objectively measures the reliability of FLCAS by using Cronbach’s Alpha, the most widely used objective measure of reliability.  The sampled population involved 302 respondents from the government secondary schools in Putrajaya Federal Territory, Malaysia.  The items had been translated into the Malay language and back translated into English.  Results show that the internal consistency of Crobanch’s Alpha 0.90.  It can be concluded that FLCAS in Malay version is an appropriate instrument to measure the levels of language anxiety among the Malaysian secondary school students who learn English as a second language.

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