scholarly journals How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 80 ◽  
Author(s):  
Ammara Kalsoom ◽  
Niaz Hussain Soomro ◽  
Zahid Hussain Pathan
Keyword(s):  
Social Support ◽  
Foreign Language ◽  
English Language ◽  
Willingness To Communicate ◽  
Target Language ◽  
Language Anxiety ◽  
Medium Effect ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
The Impact

This study investigates the impact of social support and foreign language anxiety (FLA) on learners’ willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father’s support, teachers’ support, best friends’ support, and other friends’ support exerted impact on learners’ L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

scholarly journals Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia

2019 ◽  
Vol 10 (1) ◽  
pp. 305
Author(s):  
Abdulrahman Akram Alsaleem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Learning And Teaching ◽  
Saudi Students ◽  
Efl Students ◽  
The Impact

This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia. The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning. 

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

scholarly journals The impact of contemplative practices on foreign language anxiety and learning

2017 ◽  
Vol 7 (4) ◽  
pp. 573-599 ◽  
Author(s):  
Emily E. Scida ◽  
Jill E. Jones
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Classroom Climate ◽  
Group Analysis ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Contemplative Practices ◽  
Post Test ◽  
The Impact

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context—affect and learning in foreign language courses.

scholarly journals Exploring the Relationship Between Foreign Language Anxiety, Gender, Years of Learning English and Learners’ Oral English Achievement Amongst Chinese College Students

2020 ◽  
Vol 10 (3) ◽  
pp. 31
Author(s):  
Hualan Tan ◽  
Zhilong Xie
Keyword(s):  
College Students ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Learning ◽  
Significant Difference ◽  
English Achievement ◽  
The Relationship ◽  
Learning English

English serves as a bridge of communication for the people from all over the world as it plays an increasingly crucial role in the process of globalization. In accordance with English curriculum standards issued by the Ministry of Education in 2011, the ultimate goal of English language discipline is to communicate. But over these years, China&rsquo;s English education has been difficult to get out of the dilemma of &ldquo;Dumb English&rdquo;. When facing the real oral communication situations, students are still too nervous to speak with a great deal of fluency and accuracy. Therefore, the present study aims to explore the relationship between English language anxiety, gender, years of English learning and final oral English achievement by inviting 41 English major freshmen of foreign language departments of Nanchang Business College. For this purpose, this study adopts a reliable Foreign Language Classroom Anxiety Scale developed by Horwitz and Cope (1986) to measure students&rsquo; anxiety. The results reveal that anxiety levels between males and females are similar; there is also no significant difference among years of learning English; however, a significantly negative correlation between college students&rsquo; foreign language anxiety and their oral English learning achievement was found.

scholarly journals FOREIGN LANGUAGE ANXIETY IN UNIVERSITY LEARNING: SELF-PERCEPTIONS OF STUDENTS ENGAGED IN SPORTS

2019 ◽  
Vol 1 (112) ◽  
pp. 26-33
Author(s):  
Asta Lileikienė ◽  
Lina Danilevičienė
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Leisure Activities ◽  
Structured Interview ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Classroom Context ◽  
Self Perceptions ◽  
Perceptions Of Students ◽  
Study Programs

Background. Research aimed at the analysis of self-perceptions of students of foreign language anxiety in the classroom context in relation to its effect on foreign language acquisition. It focused on foreign language, as a skill needed for versatile education, which would lead to a successful career in sports or would aid in pursuing health enhancing leisure activities later in life. Methods. The qualitative approach of research was adopted in this study. Twenty subjects involved in the study programs as Sports Coaching at the Lithuanian Sports University and Medicine at the University of Health Sciences participated in the research. A semi-structured interview was conducted by the researchers based on 10 open-ended questions about foreign language anxiety. Results. Although the perceptions of students’ own English language competence were found to be an important source of anxiety for the interviewed students, most of the respondents perceive the necessity of trying to cope with stress and anxiety themselves. In addition, instructors appeared to be creating the feeling of relaxation rather than being the anxiety-provoking ones in the classroom. Conclusion. Awareness of the fact that FLA really exists and appears to be an obstacle for students’ academic achievement needs to be acknowledged. To address this issue, collaboration rather than competition must be implemented as a tool in classes for further advancement in learning. Therefore, these measures might help to reinforce self-esteem and achieve better results in the foreign language classroom and, thus, in the overall goal of studies in the student learning process.

scholarly journals FOREIGN LANGUAGE ANXIETY AND ENGLISH ACHIVEMENT OF EIGHTH GRADE STUDENTS OF MTS SULAIMAN YASIN SAMARINDA IN THE 2011/2012 ACADEMIC YEAR

2017 ◽  
Vol 2 (2) ◽  
pp. 17
Author(s):  
Setya Ariani ◽  
Dyah Sunggingwati ◽  
Weningtyas Parama Iswari
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
Target Language ◽  
Language Anxiety ◽  
Eighth Grade ◽  
Foreign Language Anxiety ◽  
Negative Effects ◽  
Key Words Anxiety ◽  
Eighth Grade Students ◽  
English Achievement

Anxiety is considered having negative effects for most students in learning foreign language, especially English. It has attracted researchers’ attention to do the investigation on foreign language anxiety as a factor which inhibits students to learn the target language successfully. Concerning with this issue, this correlational research was emphasized on investigating the relationship between foreign language anxiety and students’ English achievement. Fifty-five eighth grade students of MTS Sulaiman Yasin Samarinda were asked to fill out 33 items of Foreign Language Classroom Anxiety Scale (FLCAS). The Pearson Product Moment Correlation showed that anxiety had significant negative correlation with students’ English achievement (r = -.258, p<.01). Key words: anxiety, achievement, Pearson Product Moment

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