scholarly journals Investigating the Perceptions of L2 Learners on Language Learning Anxiety: A Study of Undergraduate Students at Public Sector University, Sindh Pakistan

2018 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
Amina Bibi Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah ◽  
Aisha Faryal ◽  
Aisha Bhatti
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Communication Apprehension ◽  
Subjective Feeling ◽  
Affective Factors ◽  
Learning Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Learning Anxiety

English has got the position of authorized language in Pakistan, widely used in various domains. In academic studies it is mandatory to teach English up to higher education. Mansoor (2004) estimates that newly graduate have studied English for at least 9 years recently. English is used as means for instruction in professional education like medicine, engineering and law.One of the most common issues in learning a foreign language is anxiety. Among the three affective factors (attitudes, motivation, anxiety), language anxiety is the most common issue. It is also one of the factors which influence language learning (Henter, 2013). Anxiety is defined as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (cited by Spielberger.1983). Horwitz (1986) revealed that in academic as well as social context anxiety in a foreign language is related to performance and suggested three kinds of anxiety. (1) Communication apprehension (2) Fear of negative evaluation (3) Test anxiety. This study aims to know the perceptions of English Language Learners on Language learning Anxiety in EFL classroom. The purpose of this study is to find or reveal the type of anxiety that learners feel in English as a foreign language classroom at University level.The participants in this research are from one engineering university (MUET Jamshoro) of the Sindh and the size of the sample is also little (n=140). For a clear view of this area further large scale studies in different contexts of the country are needed for having a good platform for foreign language learning.The present study used quantitative method for data collection to get unbiased results. Participants of the study are first year students of different engineering fields of Mehran University who learn English as a foreign language. The Foreign Language Classroom Anxiety Scale (FLCAS) given by (Horwitz, 1986) has been adapted and applied for data collection. The questionnaire was bifurcated into two parts, the initial part of questionnaire was for demographic information and the second part was for knowing the perceptions of students on anxiety. The data results were evaluated after doing different tests in SPSS software. The findings of the study reveal the learners feel anxiety during EFL classrooms and communication apprehension anxiety experienced by students is at a higher level from the learner’s perspective.This will be beneficial for learners, educators and helpful to policy makers of the education system to make good and valid policies that will improve the learning of foreign language in a better way and suitable environment. It will be a significant contribution in the research domain.

scholarly journals A Review of the Effectiveness of Foreign Language Enjoyment and Foreign Language Classroom Anxiety on Learners' Engagement and Attainment

2021 ◽  
Vol 12 ◽  
Author(s):  
Jingping Shen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Emotions ◽  
Affective Factors ◽  
Major Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
The Impact ◽  
Classroom Anxiety

Cognitive factors are not the fundamental determinants of success in language learning. Foreign language attainment depends on both cognitive and affective factors, highlighting the deeper impacts of the former. Some scholars started to investigate affective issues, particularly negative emotions in language learning studies; nevertheless, reducing negative emotions such as anxiety should be accompanied by the development of positive emotions (e.g., well-being, autonomy, and enjoyment). Since then, a great number of researchers have examined the impact of anxiety and enjoyment in foreign language literature, particularly after the introduction of reliable and valid foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) scales. So, the present study aims to review contemporary scholarly articles and books in this regard. Findings suggest that there has been a major interest in the evaluation of FLCA and FLE across a variety of dimensions including personality traits, interpersonal characteristics, and classroom conditions. The central issues are summarized into three categories of the relationship between FLCA and FLE, the robustness of respective scales, and the impact of individual and interpersonal factors. Hence, this research attempts to highlight probable gaps and areas for further examinations to help enrich the literature and improve the theoretical knowledge.

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

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.

Using Classroom Assessment Data to Guide Instruction

2019 ◽  
pp. 227-251
Author(s):  
Toni P. Johnson
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Classroom Assessment ◽  
Language Teachers ◽  
Assessment Data ◽  
Foreign Language Teachers ◽  
Data Collection And Analysis ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Authentic Data

It is important that assessments used in a classroom reflect the standards that students are expected to achieve. When this occurs, the data collected can be used as indications of a student's proficiency in a language. This chapter focuses on how the data collected in the classroom can be used to guide instruction. The author begins with an overview of assessments that are available to foreign language teachers. This is followed by information on data collection and analysis. The second half of the chapter focuses on how to use the data to develop lessons that provide all students with the instruction they need in order to be successful in the foreign language classroom. Examples of analysis of authentic data and changes in classroom elements, as well as the need for a mastery mindset, are also presented.

scholarly journals The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

2016 ◽  
Vol 9 (8) ◽  
pp. 190 ◽  
Author(s):  
Dilek Cakici
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Text Anxiety ◽  
One Year

<p class="Default">The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students’ language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students’ TA and their language achievement. It was also found a significant positive correlation between students’ TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students’ FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.</p>

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