scholarly journals Foreign Language Classroom Anxiety among Iraqi Students and its Relation With Gender and Achievement

2016 ◽  
Vol 6 (1) ◽  
pp. 305 ◽  
Author(s):  
Taha Talib Ali ◽  
Wong Fook Fei
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Test Anxiety ◽  
Structured Interview ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

Language anxiety is always seen as debilitative factor that deters learners from successfully learning a foreign language. Although many studies have been reported on foreign language learners’ anxieties, little research, if any, has been undertaken on Iraqi postgraduate EFL learners. The objective of the present study is threefold: a) to investigate the factors contributing to foreign language classroom anxiety among Iraqi postgraduate EFL students, b) to investigate the difference between both genders in the level of anxiety and c) to investigate the relationship between the level of anxiety and the academic achievement of the students based on GPA. The study employed a mixed mode approach using survey questionnaire (AFLAQ)and semi-structured interview. The study reported that three factors such as communication apprehension, negative evaluation and test anxiety are anxiety-arousing factors with test anxiety has the greatest contribution. The study also reported that females show more anxiety compared to males. It was also shown that there is a negative correlation between language anxiety and academic achievement which means that students with high level of FL anxiety tend to yield lower grades and vice-versa. Keywords: Arabic Foreign Language Anxiety Questionnaire (AFLAQ), Anxiety factors, Gender differences, Academic achievement

scholarly journals The Impact of Foreign Language Classroom Anxiety on Saudi Male Students’ Performance at Albaha University

2020 ◽  
Author(s):  
Elsadig Mohamed Khalifa Gawi
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Male Students ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Saudi Male ◽  
Classroom Anxiety

The present study aims at investigating the effects of foreign language classroom anxiety on Saudi male students’ performance at Albaha University. This study is going to answer the question if the FLCA has an effects on Saudi students’ performance. The participants of the study were (n=50) students, who enrolled in applied linguistics courses, level 2 in the College of Science and Arts in Almandaq in the second term (2018). The study ran a questionnaire for testing anxiety levels to the participants of the study to collect data. It contained fifteen elements, with the variables divided into three segments they are communicative apprehension, test anxiety, and Fear of negative evaluation, respectively. It also used a descriptive and inferential methods to investigate whether the students feel EFL anxiety. The study findings revealed a slightly higher level of communicative apprehension (3.6), a moderate level of test anxiety (3.4), and the participants experience a low level related to fear of negative evaluation (3.3). The calculated mean of overall hypotheses is (3.4) which suggests that the students suffer a moderate level of foreign language Classroom Anxiety. These findings explored significant effects of foreign language anxiety on the Saudi male students’ performance at Albaha University due to these variables, respectively. Besides, the results of this paper provided teachers and decision-makers with some recommendations and pedagogical implications that will enable them to overcome the male students’ language anxiety in the classroom in the Saudi setting, which will also help in achieving better learning outcomes.

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 The influences of lecturers on foreign language classroom anxiety

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Norliani Norliani ◽  
Wulida Makhtuna
Keyword(s):  
Foreign Language ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Three Dimensions ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Strongly Agree ◽  
Academic Year ◽  
Classroom Anxiety

This study is to find out the influences of lecturers’ attitudes on foreign language classroom anxiety (FLCA) levels of students. The study has been carried out at the fifth semester students of English Departement of STKIP PGRI Banjarmsin academic year 2015/2016. The data have been collected by means of questionnaire and interview, designed to measure the FLCA levels. The aim of which is to obtain information about the effects of lecturers’ attitudes on students with different anxiety levels. FLCA tested on three dimensions, communication apprehension, fear of negative evaluation, and test anxiety. It was a five point likert’s scale questionnaire, ranging from strongly agree to strongly disagree. Strongly agree was coded by (5) and strongly disagree was coded by (1). The interview and questionnaire were translated into Bahasa Indonesia to make it easy for students to understand. The result of the study have revealed that, in  the  classroom the level of anxiety increases by the influence of lecturers.

scholarly journals The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis

2020 ◽  
Vol 2 (1) ◽  
pp. 26-56
Author(s):  
Eloise Botes ◽  
◽  
Jean-Marc Dewaele ◽  
Samuel Greiff ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Meta Analysis ◽  
Anxiety Scale ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Classroom Anxiety

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14,128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12,585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.

scholarly journals Foreign language classroom anxiety among English for Specific purposes (ESP) students

2018 ◽  
Vol 18 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Marian Amengual-Pizarro
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
English For Specific Purposes ◽  
Degree Programs ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
University Degree

This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants’ self-perceived English proficiency and their FLA levels associated with listening and speaking skills.

scholarly journals An Investigation Of Foreign Language Classroom Anxiety And Its Relationship With Students Achievement

2010 ◽  
Vol 7 (11) ◽  
Author(s):  
Riffat-un-Nisa Awan ◽  
Musarrat Azher ◽  
Muhammad Nadeem Anwar ◽  
Anjum Naz
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Language Anxiety ◽  
Male Students ◽  
English Classes ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety ◽  
Learning English

The present study examines anxiety in English undergraduate classes with regard to the type of situations that provoke anxiety during different stages of the learning process and the relationship of anxiety with learners’ achievement. Participants of the study include 149 undergraduates enrolled in second and sixth semester of different departments of University of Sargodha who are learning English as a foreign language. The questionnaire used in this study is the abbreviated form of Foreign Language Classroom Anxiety Scale (FLCAS). An inventory is also used to determine different situations that provoke anxiety. Finally, students’ GPA in English classes is taken to find its relationship with language anxiety. The results show that language anxiety and achievement are negatively related to each other. It is also found that female students are lessanxious in learning English as a foreign language than male students. ‘Speaking in front of others’ is rated as the biggest cause of anxiety followed by ‘worries about grammatical mistakes’, ‘pronunciation’ and ‘being unable to talk spontaneously’. It is suggested that the classroom environment should be encouraging and motivating. Moreover, teachers need to deal with anxiety-provoking situations carefully.

scholarly journals Correlation between Anxiety and Willingness to Communicate in the Indonesian EFL Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Yana Shanti Manipuspika
Keyword(s):  
Foreign Language ◽  
Pearson Correlation ◽  
Willingness To Communicate ◽  
Language Anxiety ◽  
Strong Positive Correlation ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Research Questions ◽  
Classroom Anxiety

This present study probes the relationship between English as a Foreign Language (EFL) students’ language anxiety and their willingness to communicate. The research questions are threefold: a) What are the types of anxiety experienced by the students, b) What is the anxiety level of them, and c) What is the correlation between foreign language anxiety (FLA) and the willingness to communicate (WTC) of the students. Quantitative descriptive approach was employed and the data were collected from 98 participants in an English Department by making use of the Foreign Language Classroom Anxiety Scale (FLCAS) and Likert-type WTC Scale. Pearson Correlation test was run to provide answers of the research questions. The results of this study indicated a strong positive correlation between learners’ foreign language classroom anxiety and their willingness to communicate. Fear of negative evaluation, test anxiety, and communication apprehension were the students’ types of anxiety. In addition, students had high level of anxiety, which in turn, made them difficult in dealing with language learning process and tend to have low desire to speak. Therefore, this study tries to highlight whether anxiety is a significant barrier to WTC, to determine the types and level of FLA, as well as to provide suggestions to help minimize the anxiety.

scholarly journals The Darker Side of Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian EFL Learners

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Mina Rastegar ◽  
Mahboubeh Akbarzadeh ◽  
Nahid Heidari
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Positive Relationship ◽  
Anxiety Scale ◽  
Significant Positive Relationship ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Males And Females ◽  
Classroom Anxiety

The present study is an attempt to explore any significant relationships between demotivation, test anxiety (TA), and foreign language classroom anxiety (FLCA) and to seek any significant differences between males and females regarding demotivation, TA, and FLCA. One hundred Iranian EFL students studying at the departments of foreign languages of Shahid Bahonar University of Kerman took part in this study. In order to obtain the required data, three questionnaires were utilized: the Demotivation questionnaire (Kikuchi and Sakai, 2007) to measure demotivation, the Test Anxiety Scale ((TAS), Sarason, 1975) to measure test anxiety, and the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz, and Cope, 1986) to determine the level of students’ FLCA. The findings of this study revealed the following first, there was a significant positive relationship between demotivation and TA; second, there was a significant positive relationship between demotivation and FLCA; third, there was a significant positive relationship between TA and FLCA, finally, there were no significant differences between males and females regarding demotivation, TA, and FLCA.

scholarly journals Anxiety and personality as indicators of academic performance in university foreign language classrooms

2021 ◽  
pp. 27-42
Author(s):  
Alan Martin Smyth ◽  
Nuria García Manzanares ◽  
Juan José Fernández Muñoz
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Personality Traits ◽  
Test Anxiety ◽  
Spanish Version ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
The University ◽  
Classroom Anxiety

The main purpose of this study is to test whether students’ performance in official language tests in the university context is influenced, apart from anxiety, by certain personality traits. A sample of 394 university students in Spain were assessed in language academic performance using the Test of English for International Communication: Listening and Reading (TOEIC L&R), Foreign Language Anxiety using the Spanish version of the Foreign Language Classroom Anxiety Scale (FLCAS), Test Anxiety, by means of the Spanish version of the Test Anxiety Inventory and Personality Traits through the Five Factor Inventory (NEO-FFI). Frequency analyses for the categorical variables, and means and standard deviations for continuous variables were calculated, and a forward stepwise regression model was used to assess the independent variables that contributed significantly to the variance in the score on the academic performance. Foreign Language Classroom Anxiety (FLCA) correlated most significantly with student foreign language academic performance, followed by the Neuroticism dimension, Test Anxiety and Extraversion. These results show that anxiety can still be considered the best indicator to predict language academic performance and that personality traits do play a relevant part in the foreign language learning process in the university context.

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