scholarly journals A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

2015 ◽  
Vol 8 (3) ◽  
Author(s):  
Hui-ju Liu ◽  
Chien-wei Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Comparative Study ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
School Students

scholarly journals L’anxiete langagiere en classe de français : les attitudes des lyceens polonais envers l’enseignement/apprentissage de l’oral

Neofilolog ◽  
2021 ◽  
pp. 101-117
Author(s):  
Julia Lipińska
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Small Groups ◽  
Language Anxiety ◽  
Language Games ◽  
School Students ◽  
Anxiety Levels ◽  
Language Students ◽  
Foreign Language Students

While learning a foreign language, students have to practice speaking through different activities in class. Unfortunately, speaking is often a challenge for students not only due to linguistic difficulties, but most importantly because of the stress caused by talking in a foreign language in front of their classmates. This phenomenon, called language anxiety, makes it impossible for some students to participate actively and thus to develop their speaking abilities. It is therefore important to understand which types of tasks cause the highest anxiety levels, as well as to find out what can help students overcome their anxiety. To answer these questions, we led a research among Polish high school students learning French. They were asked about their attitudes towards different speaking activities in class, as well as about the atmosphere in class. The results show students are the most stressed while speaking in front of their peers and prefer interaction in small groups. Language games also appear to lower the level of anxiety during speaking. In addition, positive atmosphere and lack of judgment help students overcome their fear, but they do not eliminate it completely for every person. 

scholarly journals Examining the Relationship Between Grit and Foreign Language Performance: Enjoyment and Anxiety as Mediators

2021 ◽  
Vol 12 ◽  
Author(s):  
Eerdemutu Liu ◽  
Junju Wang
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Negative Emotion ◽  
School Context ◽  
Mediating Effect ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Performance ◽  
The Relationship

The relationship between grit and success has been investigated extensively in various contexts. However, the association between grit and language performance, especially in a Chinese high school context, remains underexplored. This study investigates grit, the positive emotion of enjoyment, the negative emotion of anxiety, foreign language performance, and how enjoyment and anxiety mediate the relationship between grit and foreign language performance. A questionnaire was administered to 697 Chinese high school students, followed by a language test after 2 weeks. The results showed that more than half of the students had a moderate-high level of grit and foreign language enjoyment and that nearly half of them experienced a low-moderate level of foreign language anxiety. It was also found that grit, foreign language enjoyment, and foreign language performance were positively correlated with each other, and all three variables were negatively correlated with anxiety. Both foreign language enjoyment and foreign language anxiety mediated the relationship between grit and foreign language performance to a significant degree, and the mediating effect of foreign language anxiety was stronger than that of foreign language enjoyment.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

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