scholarly journals Exploring the Relationship between Chinese First Year University Students’ Beliefs about Language Learning and Foreign Language Anxiety

2013 ◽  
Vol 3 (1) ◽  
pp. 28-44 ◽  
Author(s):  
Runhan Zhang
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Beliefs About Language Learning ◽  
First Year University ◽  
The Relationship

scholarly journals The ‘unforgettable’ experience of foreign language anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 120-128
Author(s):  
Morana Drakulić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Learning Context ◽  
Language Classroom ◽  
First Year University

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

Foreign and second language anxiety

2010 ◽  
Vol 43 (2) ◽  
pp. 154-167 ◽  
Author(s):  
Elaine K. Horwitz
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Anxiety State ◽  
Unique Form ◽  
The Relationship

The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is ‘anxiety’. The concept of anxiety is itself multi-faceted, and psychologists have differentiated a number of types of anxiety including trait anxiety, state anxiety, achievement anxiety, and facilitative-debilitative anxiety. With such a wide variety of anxiety-types, it is not surprising that early studies on the relationship between ‘anxiety’ and achievement provided mixed and confusing results, and Scovel (1978 – this timeline) rightly noted that anxiety is ‘not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts’ (p. 137). Scovel did not, however, anticipate the identification in the mid-1980s of a unique form of anxiety that some people experience in response to learning and/or using an L2. Typically referred to as language anxiety or foreign language anxiety (FLA), this anxiety is categorized as a situation-specific anxiety, similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.

scholarly journals The Relationship between Self-esteem and Second Language Anxiety among Hashemite University Students in Jordan

2019 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Esteem ◽  
The Self ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
Hashemite University ◽  
The Relationship

The purpose of this study was to investigate the relationship between self-esteem and second foreign language. A random sample of 258 students Hashemite University participated in the current study. The foreign language classroom anxiety scale which was developed by horwitz and others and the self-esteem scale which was developed by Rosenberg were used to measure two variables, the self-esteem and foreign language anxiety consequently. The findings of this study revealed a strong negative correlation between self-esteem and foreign language anxiety and the study also revealed that self-esteem good predictor of foreign language anxiety. The findings also showed that there is a statically significant differences in the correlation between self-esteem and foreign language anxiety refer to faculty and academic year and there is no a statistically significant differences in the correlation between self-esteem and foreign language anxiety refer to gender. Many researchers refer to importance of affect in the language classroom. Language learning is an anxiety-provoking experience for many students. Affective factors which may have impacts on foreign language learning have been studied since past two decades. The most important affective e factors that have been received considerable attention and widely studied in educational context are language and self-esteem [1]. Self-esteem is one of the central drives in human beings. When the level of the self -esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear and other negative situations. In the context of language learning, low self-esteem can have serious consequences, student may avoid taking the necessary risks to acquire communicative competence in the target language, they may feel deeply insecure and even drop out of the class [2].

scholarly journals Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 15-36
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Descriptive Analysis ◽  
Significant Negative Correlation ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Teachers And Students ◽  
English Major ◽  
The Relationship

This quantitative study was conducted to find out the relationship between Foreign Language Anxiety (FLA) and the achievements of non-English major university students in Indonesia. Through descriptive analysis, the study found that learners experienced various degrees of FLA with the mean score 93.07 (SD = 17.69, N = 119). This study also found a statistically significant, negative correlation between the learners’ FLA and their achievements as measured with their grades, r (117) = -.37, p < .01. Consistent with that, significant, negative relationships were also found between the learners' achievements and all the three related situation-specific anxieties, namely, communication apprehension, test anxiety, and fear of negative evaluation. Considering the results, it is suggested that both teachers and students should minimise the debilitating effects of students’ FLA. Based on the limitations of this study, some recommendations for future researches are also stated. Suggested directions of future researches on FLA in Indonesia are investigations on the relationship between FLA and achievements across different levels of education as well as thorough qualitative investigations of FLA. Keywords: Foreign Language Anxiety, learners’ achievements, correlations. 

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