scholarly journals Relationships among Foreign Language Anxiety, Academic Self-Efficacy Beliefs and Metacognitive Awareness: A Structural Equation Modelling

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Murat Tuncer ◽  
Yunus Dogan
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Structural Equation ◽  
Metacognitive Awareness ◽  
Equation Modelling ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Academic Self Efficacy ◽  
Classroom Anxiety

<p>The present research attempted to investigae the relationships among foreign language classroom anxiety, academic self-efficacy beliefs and metacognitive awareness of Turkish university students studying English. The population included the students at the University of Fırat who were already registered to study at different engineering departments, and had compulsory English prep-class education. The sample consisted of 271 students who wanted to take part in the study. For data collection, the Foreign Language Classroom Anxiety Questionnaire developed by Horwitz et. al(1986), the Academic Self-efficacy Questionnairedeveloped by Owen and Froman (1988) and the Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) were used. The analyses of the study were carried out by using structural equation modelling. As a result, it was found that academic self-efficacy predicted foreign language classroom anxiety significantly in a positive way; academic self-efficacy predicted metacognitive awareness significantly in a negative way, and foreign language classroom anxiety predicted metacognitive awareness significantly in a positive way.</p>

scholarly journals The Relationship Between Foreign Language Classroom Anxiety and Background Variables in a Multilingual Context

2019 ◽  
Vol 9 (6) ◽  
pp. 249
Author(s):  
Elias Bensalem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Self Efficacy ◽  
Statistical Analyses ◽  
College Level ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
The Relationship ◽  
Classroom Anxiety

This paper sets out to investigate the potential correlation between foreign language classroom anxiety (FLCA) and four background variables (gender, self-efficacy, self-perceived proficiency, and experience abroad) among multilingual EFL college-level students in Saudi Arabia. A group of 191 participants (80 females, 111 males) took part in the study by answering an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, &amp; Cope, 1986) as well as the Foreign Language Self-Efficacy Scale (Torres &amp; Turner, 2016). The statistical analyses revealed that participants experienced low to moderate rates of FLCA with females exhibiting higher levels of FLCAS than males. Statistical analyses showed that gender, self- efficacy and English self-perceived proficiency were significant predictors of FLCA in a multilingual context. In addition, experience abroad was not correlated with FLCA.

scholarly journals Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

2015 ◽  
Vol 5 (2) ◽  
pp. 205-228 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Taghreed M. Al-Saraj
Keyword(s):  
Foreign Language ◽  
Short Form ◽  
Foreign Language Anxiety ◽  
Multicultural Personality ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Questionnaire ◽  
Classroom Anxiety

The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.

scholarly journals Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

2015 ◽  
Vol 8 (12) ◽  
pp. 209 ◽  
Author(s):  
Armineh Martirossian ◽  
Anahid Hartoonian
Keyword(s):  
Foreign Language ◽  
Negative Relationship ◽  
Strategy Use ◽  
Negative Evaluation ◽  
Self Regulated Learning ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Regulated Learning ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

<p>Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are two important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For collecting data, Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, &amp; Cope, 1986) and Motivated Strategies for Learning Questionnaire (Pintrich &amp; De Groot, 1990) were used. To analyze the data, Kendall correlation was run. The results revealed that there is a negative relationship between FLCA (communication apprehension, test anxiety, &amp; fear of negative evaluation) and SRLSs (cognitive strategy use &amp; self-regulation).</p>

scholarly journals Validación y Confiabilidad de la versión francesa de la escala de ansiedad lingüística "Foreign Language Classroom Anxiety Scale" y aplicado a estudiantes franceses: Revisión del análisis de Horwitz y Cope, Aida y Pérez y Martínez.

2019 ◽  
Vol 34 (1) ◽  
pp. 207-225
Author(s):  
Laurane Jarie ◽  
Carlos Salavera Bordás ◽  
Abel Merino Orozco ◽  
Pablo Usán Supervía
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

La ansiedad ante el aprendizaje de las lenguas extranjeras es una de las variables más influyentes en el aprendizaje de idiomas extranjeros.  Horwitz y Cope (1986, 1991) desarrollaron un marco teórico alrededor del constructo específico  de ansiedad lingüística que consigue explicar el rol de esta variable dentro del proceso de enseñanza – aprendizaje de las lenguas extranjeras. Los autores elaboraron una escala estadísticamente fiable y válida para poder medir  los niveles de ansiedad lingüística. La presente investigación pretende estudiar  la validación y la confiabilidad del instrumento Foreign Language Classroom Anxiety Scale traducido al idioma francés  para su aplicación con estudiantes  franceses de secundaria  así como repetir el análisis factorial de la FLCAS realizado por Aida (1994), Pérez y Martínez (2001).   La adaptación del instrumento, se distribuye, tras el análisis con rotación Varimax, en cuatro factores que explican el 58,78% de la varianza total y un alpha de Cronbach de ,77.

scholarly journals How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish?

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Cemal Özdemir ◽  
Durmuş Karci ◽  
Sinem Uysal ◽  
Elif Derya Özdemir ◽  
...  
Keyword(s):  
Foreign Language ◽  
Internal Variables ◽  
Regression Analyses ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Target Languages ◽  
Exam Result ◽  
Classroom Anxiety

AbstractThe present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 592 learners of Turkish as a foreign language (FL) in Kazakhstan. Mean levels of FLE and FLCA were found to be similar to previous studies in different settings with different target languages. In contrast with previous literature, a weak positive correlation was found between FLE and FLCA and the gender effect went in the opposite direction, with male participants reporting more FLCA than female participants. Multiple regression analyses revealed that FLE and FLCA were more strongly predicted by learners’ attitude toward Turkish and teacher-related variables than by learner-internal variables, confirming previous research outside Kazakhstan. Attitude toward the FL, teacher’s friendliness, strictness and frequency of use of the FL, attitude toward the teacher, participant’s age and FL exam result explained a total of 25% of variance in FLE. Differing slightly from previous studies, FLCA was found to be only weakly predicted (6% of variance) by some learner-internal variables (FL exam result, attitude toward the FL) as well as teacher-centred variables (friendliness, strictness). The findings suggest that variation in FLE and FLCA among Kazakh learners of Turkish is quite similar to that established in other contexts.

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