Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale

1986 ◽  
Vol 20 (3) ◽  
pp. 559 ◽  
Author(s):  
Elaine K. Horwitz
Keyword(s):  
Foreign Language ◽  
Reliability And Validity ◽  
Preliminary Evidence ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety

scholarly journals A Turkish Version of Foreign Language Anxiety Scale: Reliability and Validity

2016 ◽  
Vol 232 ◽  
pp. 250-256
Author(s):  
Selami Aydın ◽  
Leyla Harputlu ◽  
Serhat Güzel ◽  
ſeyda Savran ÿelik ◽  
ÿzgehan Uſtuk ◽  
...  
Keyword(s):  
Foreign Language ◽  
Reliability And Validity ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Turkish Version ◽  
Scale Reliability

scholarly journals THE RELIABILITY OF FOREIGN LANGUAGE ANXIETY SCALE IN MALAY VERSION BASED ON CRONBACH’S ALPHA

2018 ◽  
Vol 2 (1) ◽  
pp. 37-47
Author(s):  
Rosnah Mohd. Sham ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Objective Measure ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
The Government

This paper is part of a study which addresses the reliability of Foreign Language Anxiety Scale (FLCAS) in Malay version.  Researchers find that the reliability of an instrument is closely associated with its validity and an instrument cannot be valid unless it is reliable. However, the reliability of an instrument does not depend on its validity. Therefore, this paper investigates the reliability of the instrument called FLCAS in Malay version.  FLCAS is widely used in collecting data relating to language anxiety and perhaps the most reliable and comprehensive tool in language anxiety.  This paper objectively measures the reliability of FLCAS by using Cronbach’s Alpha, the most widely used objective measure of reliability.  The sampled population involved 302 respondents from the government secondary schools in Putrajaya Federal Territory, Malaysia.  The items had been translated into the Malay language and back translated into English.  Results show that the internal consistency of Crobanch’s Alpha 0.90.  It can be concluded that FLCAS in Malay version is an appropriate instrument to measure the levels of language anxiety among the Malaysian secondary school students who learn English as a second language.

scholarly journals Development and Validation of a New Multidimensional Language Class Anxiety Scale

2019 ◽  
Vol 38 (5) ◽  
pp. 649-658
Author(s):  
Gulsah Kutuk ◽  
David W. Putwain ◽  
Linda Kaye ◽  
Bethan Garrett
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Reliability And Validity ◽  
Preliminary Evidence ◽  
Anxiety Scale ◽  
Future Research ◽  
Residual Variance ◽  
Confirmatory Factor Analyses ◽  
Language Class ◽  
Class Anxiety

This study reports on the development and assessment of a new 30-item Multidimensional Language Class Anxiety Scale which is designed to assess foreign language learners’ anxiety regarding four language skills (listening, reading, writing, and speaking) and testing. In Study 1, the initial items were piloted with 323 students studying English as a foreign language at three different universities in Turkey. This informed a revised version of the questionnaire which was subsequently administered to 701 students at three different Turkish universities. Confirmatory factor analyses revealed that a bifactor model with correlated residual variance yielded a better fit for the data in both studies than the other four models tested. The overall results provided preliminary evidence for the reliability and validity of the data collected using the new scale. Directions for future research and implications for foreign language teaching and learning are discussed.

scholarly journals iPractice for Oral Interviews: The Use of Technology to Reduce Students’ Anxiety

2020 ◽  
Vol 9 (4) ◽  
pp. 11
Author(s):  
Eduardo Viana da Silva
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Use Of Technology ◽  
De Se

Este estudo de caso analisa o uso da tecnologia de gravação de voz e seus benefícios na preparação para entrevistas orais em cursos de Português como Língua Adicional (PLA). Verifica-se particularmente como o uso de gravações de voz pode diminuir o nível de ansiedade em um grupo de estudantes universitários em um curso de português nos Estados Unidos. Analisa-se o processo de preparação para entrevistas orais com 13 estudantes universitários matriculados em um curso de português de verão em uma universidade de grande porte na Costa Oeste dos Estados Unidos. Este estudo demonstra que as entrevistas orais presencias são beneficiadas pela preparação dos alunos através da utilização de tecnologia. Demonstra-se uma possível correlação entre a preparação dos estudantes e a redução da ansiedade durante as entrevistas orais presenciais. A preparação oferecida a este grupo de alunos também enfatiza a importância de se oferecer uma abordagem sistemática para entrevistas orais e a necessidade de se tratar do nível de ansiedade experienciado por estudantes de línguas durante tais entrevistas. Outros estudos sobre ansiedade dos estudantes são tomados como base teórica para este estudo de caso, especialmente o trabalho seminal de Horwitz, Horwitz e Cope (1986) com a criação da Escala de Ansiedade de Língua Estrangeira (Foreign Language Anxiety Scale - FLAS) e os estudos baseados no FLAS, de Hewitt e Stephenson (2012), Pérez Castillejo (2018) e Phillips (1992).

scholarly journals Investigating Foreign Language Learning Anxiety Among Yemeni University EFL Learners: A Theoretical Framework Development

2018 ◽  
Vol 11 (10) ◽  
pp. 38
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
General Level ◽  
Efl Students ◽  
High Level ◽  
Framework Development

This study aimed at investigating the level of foreign language anxiety experienced by Yemeni University EFL students. Although many scales have been developed to measure the level of anxiety, each scale investigates anxiety in one skill except Foreign Language Classroom Anxiety Scale (FLCAS) which investigates anxiety mainly in speaking and listening. The current study developed a new scale called Foreign Language Anxiety Scale (FLAS) which fused the three scales with modifications in order to investigate the level of anxiety in the four skills. This scale scored .807 in Cronbach’s Alpha Validity test. The participants are 155 Yemeni University students and the results of the analysis revealed that 13% of the students experienced high level of anxiety, 69% experienced moderate level of anxiety, and 18% experienced low level of anxiety. The general level of anxiety among Yemeni university EFL students is moderate as they score 138 out of 240.

scholarly journals Ansiedad idiomática en Español como Lengua Extranjera y rendimiento académico en la Enseñanza Superior || Foreign language anxiety in Spanish as a Foreign Language and language achievement in Higher Education

2018 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Mercedes Rabadán ◽  
Alejandro Orgambídez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Enseñanza Superior ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom

 La ansiedad idiomática es reconocida como uno de los elementos afectivos que mayor influencia tiene sobre el aprendizaje de lenguas extranjeras. No obstante, se han realizado pocos estudios sobre el papel de la ansiedad en el contexto de Español como Lengua Extranjera (ELE), y apenas existen investigaciones con estudiantes portugueses de la enseñanza superior. Este estudio explora el papel de la ansiedad idiomática como predictor del rendimiento académico en estudiantes portugueses universitarios. Se llevó a cabo un estudio transversal y correlacional con una muestra de 249 participantes. La ansiedad fue evaluada utilizando la escala Foreign Language Classroom Anxiety Scale (FLCAS) y el rendimiento académico fue medido utilizando la nota final obtenida en la asignatura de español como lengua extranjera. Los resultados mostraron que mayores puntuaciones en la aprensión comunicativa, la ansiedad durante la evaluación y el miedo a una evaluación negativa se asociaron a peor rendimiento académico. El modelo de regresión identificó el miedo a una evaluación negativa como el predictor significativo más importantes de la calificación. Ambientes de clases libres de ansiedad facilitan la adquisición y el aprendizaje de ELE.

scholarly journals PSYCHOLOGICAL ASSISTANCE IN REDUCING ENGLISH LANGUAGE ANXIETY IN UNIVERSITY STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 26-34
Author(s):  
Mariia M. Avhustiuk
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Anxiety Scale ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Psychological Literature ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Psychological Assistance

The aim of the paper is to outline some possible ways of psychological assistance in defining and reducing foreign language anxiety in university students. In this context the analysis focuses on a theoretical study of language anxiety in the psychological literature and states its role in learning foreign languages and studying in university in general, highlights and explains some reasons of language anxiety, analyses its peculiarities and effect on the efficacy of learning foreign languages. Moreover, we aim at defining some possible ways of detection, prevention, and reducing foreign language anxiety trying to analyse some existent in psychological literature methods and practical questionnaires. To do this, we divide some practical methods available in the scientific psychological literature into the questionnaires aimed at detecting and preventing language anxiety (“Foreign Language Classroom Anxiety Scale” (FLCAS), “Language Learners’ Anxiety and Motivation”, “The Anxiety Scale”, “Test Anxiety Scale”, “Fear of Negative Evaluation”, etc.) and questionnaires that help reduce language anxiety (“Foreign Language Speaking Anxiety Scale”, “The Self-Regulated Foreign Language Learning Questionnaire”, “SWOT Analysis”, “Self-Regulation Questionnaire”, “Metacognitive Awareness Inventory”, “Promoting Student Metacogniton about Learning”, etc.). We also mention impact of self-regulated learning and importance of playing activities (games) during efficient learning, specify the role of fossilization. Practical implication of the paper is to provide the results of the students of the International Relations Department (N = 153) who voluntarily answered the questions of the adapted and translated into Ukrainian version of the “Foreign Language Classroom Anxiety Scale” (FLCAS). Our findings suggest that significant English language anxiety is experienced by many students. Finally, some implications for the next studies are proposed.

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