English language learners’ use of self-regulatory strategies for foreign language anxiety in China

System ◽  
2018 ◽  
Vol 76 ◽  
pp. 49-61 ◽  
Author(s):  
Yan Guo ◽  
Jinfen Xu ◽  
Xudong Liu
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Use Of Self ◽  
Regulatory Strategies

scholarly journals Recognizing Visual and Auditory Cues in the Detection of Foreign-Language Anxiety

2009 ◽  
Vol 26 (2) ◽  
pp. 46 ◽  
Author(s):  
Tammy Gregersen
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Nonverbal Behaviors ◽  
English Language Teachers ◽  
Oral Presentations

.This study examines whether nonverbal visual and/or auditory channels are more effective in detecting foreign-language anxiety. Recent research suggests that language teachers are often able to successfully decode the nonverbal behaviors indicative of foreign-language anxiety; however, relatively little is known about whether visual and/or auditory channels are more effective. To this end, a group of 36 preservice English-language teachers were asked to view videotaped oral presentations of seven beginning English-language learners under three conditions: visual only, audio only, and a combination of visual and audio in order to judge their foreign-language anxiety status. The evidence gathered through this study did not conclusively determine the channel though which foreign-language anxiety could be most accurately decoded, but it did suggest indicators in the auditory and visual modes that could lead to more successful determination of behaviors indicative of negative affect.

scholarly journals Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia

2017 ◽  
Vol 10 (7) ◽  
pp. 1
Author(s):  
Jamilah Mohammed Sadiq
Keyword(s):  
Saudi Arabia ◽  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Quantitative Research ◽  
English Language ◽  
Survey Methodology ◽  
Specific Aspect ◽  
Language Anxiety

Language anxiety as a specific aspect of language acquisition has occupied a great body of research for the past few decades. In this study, the level of foreign language anxiety among English language learners was investigated. This study was carried out with a quantitative research design using a survey methodology to collect data about the participants’ language anxiety. The sample of the study included 100 university students from the college of Education at Princess Nora University in the Kingdom of Saudi Arabia. The participants were randomly selected. For this research study, Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope (1986) was used to collect the research data. Based on the findings of the study, several implications are highlighted.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

Young Children’s Foreign Language Anxiety

2021 ◽  
Author(s):  
Jieun Kiaer ◽  
Jessica M. Morgan-Brown ◽  
Naya Choi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Original Research ◽  
Psychosocial Wellbeing

This book presents original research on the effects of foreign language anxiety (FLA) on young language learners. It includes suggestions for alleviating FLA and encouraging foreign language enjoyment which will ultimately facilitate more effective language learning and support children’s psychosocial wellbeing.

Omani English Language Learners' Perceptions of Interactive and Online Listening and Speaking Activities

2019 ◽  
pp. 137-158
Author(s):  
Melissa Rebekah Bodola
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Extracurricular Activities ◽  
English Language ◽  
English Language Teaching ◽  
Foreign Language Anxiety ◽  
Sultan Qaboos University ◽  
Group Of Seven ◽  
Foundation Program ◽  
Listening And Speaking

Online learning calls for a revolution in course development for English language teaching. This chapter examines the effects of interpersonal interaction, computer-mediated tasks, and podcasting on engagement in listening and speaking activities by exploring instruction that promotes fluent and accurate speech, in addition to the potential benefits of employing student podcasts as authentic listening materials. Fifty-one L1 Arabic English language learners (ELLs) from an intermediate English cohort of the Foundation Program for English Language (FPEL) at Sultan Qaboos University (SQU) in Oman responded to a 24-question online survey that addressed their perceptions of classroom-based and online listening and speaking activities. To further ascertain students' motivations, the researcher interviewed a focus group of seven learners from the cohort and examined willingness to engage in speaking activities inside the classroom and as part of extracurricular activities. Findings suggest an influence of foreign language anxiety (FLA) on participation.

The statistics of English in China

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Rining Wei ◽  
Jinzhi Su
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Turn Of The Century ◽  
National Language ◽  
Chinese People ◽  
The World ◽  
Populous Country

In the mid-1980s, Crystal (1985) lamented that there were no reliable figures available for the number of learners to whom English is taught as a foreign language in many regions of the world, and that ‘China has always been excluded from the statistical reviews, because of the shortage of information from inside the country’ (Crystal, 1985: 9). More recently, Bolton (2008: 6) similarly notes that because of ‘the absence of accurate language surveys’ academics have to make educated guesses regarding the total number of those learning/knowing English. The figure of the total English learners/users in China has been estimated to be somewhere between 200 and 350 million (cf. Bolton, 2003: 48; Kachru, 1997; McArthur, 2003; Zhao & Campbell, 1995; Graddol, 2006: 95). Fortunately, a national language survey in China conducted at the turn of the century does provide some hard statistics on the number of English language learners/users in the world's most populous country, and also sheds some light on the realities of use of English and English proficiency among the Chinese people.

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