scholarly journals INVESTIGATING THE CYCLE OF FEAR IN FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Noor Hanim Rahmat
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Communication Apprehension ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Language Classes ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Pleasant Experience

<p>Many learn foreign language for personal or job-related reasons. It is cliché to say that learning a foreign language is important for students to join the bandwagon of “globalized learning”; although that is true! Many reported they enjoyed participating in language related activities. However, for some learners, learning a foreign language may not be a pleasant experience. Anxiety for foreign language learning causes other problems for learners. These problems may snowball to effect other performance and achievement in other language related areas; thus, creating a cycle of fear. Two theories are merged to form the cycle of cycle of fear for foreign language learning. This study used the instrument by Horwitz (1986) who developed the Foreign Language Classroom Anxiety Scale. There were 7 items on demographic profile, 8 items for communication apprehension, 5 items for fear of test anxiety. There were also 9 items of fear of negative evaluation, and items on fear of language classes. Findings reveal that the communication apprehension that students portray, can snowball to learners fearing taking test and getting negative evaluation and then this fear may extend to fearing the foreign language classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0621/a.php" alt="Hit counter" /></p>

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 Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

2021 ◽  
pp. 9-34
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Efl Learners ◽  
Recent Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
The Relationship

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

scholarly journals Foreign language classroom anxiety among English for Specific purposes (ESP) students

2018 ◽  
Vol 18 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Marian Amengual-Pizarro
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
English For Specific Purposes ◽  
Degree Programs ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
University Degree

This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants’ self-perceived English proficiency and their FLA levels associated with listening and speaking skills.

scholarly journals The Impact of Foreign Language Classroom Anxiety on Saudi Male Students’ Performance at Albaha University

2020 ◽  
Author(s):  
Elsadig Mohamed Khalifa Gawi
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Male Students ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Saudi Male ◽  
Classroom Anxiety

The present study aims at investigating the effects of foreign language classroom anxiety on Saudi male students’ performance at Albaha University. This study is going to answer the question if the FLCA has an effects on Saudi students’ performance. The participants of the study were (n=50) students, who enrolled in applied linguistics courses, level 2 in the College of Science and Arts in Almandaq in the second term (2018). The study ran a questionnaire for testing anxiety levels to the participants of the study to collect data. It contained fifteen elements, with the variables divided into three segments they are communicative apprehension, test anxiety, and Fear of negative evaluation, respectively. It also used a descriptive and inferential methods to investigate whether the students feel EFL anxiety. The study findings revealed a slightly higher level of communicative apprehension (3.6), a moderate level of test anxiety (3.4), and the participants experience a low level related to fear of negative evaluation (3.3). The calculated mean of overall hypotheses is (3.4) which suggests that the students suffer a moderate level of foreign language Classroom Anxiety. These findings explored significant effects of foreign language anxiety on the Saudi male students’ performance at Albaha University due to these variables, respectively. Besides, the results of this paper provided teachers and decision-makers with some recommendations and pedagogical implications that will enable them to overcome the male students’ language anxiety in the classroom in the Saudi setting, which will also help in achieving better learning outcomes.

scholarly journals The Relationship Between Chinese English Major Students' Learning Anxiety and Enjoyment in an English Language Classroom: A Positive Psychology Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Fan Fang ◽  
Xiaofei Tang
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Language Classroom ◽  
English Major ◽  
Psychology Perspective

Many studies have explored learner psychology in relation to second language acquisition (SLA) in order to understand the effectiveness and difficulties of language learning. In the last two decades, emotional factors in students' language learning have garnered much attention in the field of SLA. However, more recently, studies have begun to focus on enjoyment and its relationship with anxiety. By collecting data at a provincial key university in southeast China, the study discussed in this paper investigated English major university students' emotions related to learning English. By collecting questionnaire responses from 140 English major undergraduates and conducting interviews with six students, the findings revealed that the participants' levels of foreign language enjoyment (FLE) were significantly higher than their levels of foreign language classroom anxiety (FLCA) and that they experienced FLE more frequently than FLCA. It was also found that the participants' FLE was more related to their teachers and peers and their FLCA was more related to their emotions, such as fear of a negative evaluation and speaking without sufficient preparation. In addition, this study also provides a few pedagogical implications for improving foreign language learning outcomes and teaching efficiency in English teaching and learning.

scholarly journals Student Language Anxiety in Learning English (A survey to non-English Major students in rural area)

2018 ◽  
Vol 2 (2) ◽  
pp. 95
Author(s):  
Tuti Hidayati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Target Language ◽  
Language Anxiety ◽  
Language Class ◽  
Language Classroom ◽  
English Major ◽  
English Classroom

Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3,5. Communication apprehension and test anxiety were in the second and third rank with the average mean 3,3 and 3,1 respectively. Meanwhile, English classroom items were perceived to contribute the least to the students’ tense experience given the average mean 2,7. It is suggested that making the learners realize that they are not alone experiencing anxiety in learning a foreign language is crucial. Furthermore, it is important that teachers embrace a supportive and non-threatening role to provide a more effective foreign language learning.

scholarly journals Zjawisko lęku językowego w procesie nauki języka niemieckiego

Neofilolog ◽  
2017 ◽  
pp. 235-255
Author(s):  
Izabela Bawej
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Learning Process ◽  
Research Study ◽  
Communication Apprehension ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Self Assessment

The article discusses the problem of language anxiety in foreign language learning. The author presents definitions and typologies anxiety,the biological symptoms of anxiety and their interpretation. A research study, conducted on a group of students of Applied Linguistics is described. The investigation included if they are afraid of speaking in German classes and during the exam, or if they are afraid of their German teacher. The results of the study show that communication apprehension, test anxiety, social anxiety, final grades, attitude to the teacher, and self-assessment are some of the reasons for language anxiety in the foreign language learning process.

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 Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

2021 ◽  
Vol 8 (2) ◽  
pp. 228-239
Author(s):  
Iman Nugroho ◽  
Fauzi Miftakh ◽  
Yuna Tresna Wahyuna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communication Apprehension ◽  
Common Factor ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Anxiety ◽  
Spread Of Infection

Due to pandemic covid-19, the learning setting has changed from face-to-face to an online learning environment to prevent the further spread of infection. This change mostly affected the state of psychological, specifically anxiety issues.  Specific anxiety called Foreign Language Anxiety (FLA) appears as anxiety affiliates with foreign language learning. Despite foreign language anxiety is evidenced to be hinder students’ achievements, there are only a few studies that have explored FLA in an online setting. Therefore, by using a case study, this research paper tried to investigate the factors of speaking anxiety of 5 students from different anxiety levels. These students were selected from a total of 30 students using the Foreign Language Anxiety Scale (FLCAS), which later be interviewed and asked to write a reflective journal. The result showed that some sources of each categorical factor (communication apprehension, test anxiety, fear of negative evaluation) can be classified as inter-lingual or intra-lingual factors. Moreover, some sources of factors have developed to new manifestations due to learning setting’ shifting. Additionally, as a part of communication apprehension, teachers’ bad teaching habits appeared as the most common factor to arise students’ speaking anxiety. Therefore, this study suggests teachers to evaluate their teaching habits, to reduce the influence of bad teaching habits on the students’ speaking anxiety.

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