scholarly journals An Investigation into English Foreign Language Learning Anxiety and English Language Performance Test Result: Ethiopian University Students in Focus

2019 ◽  
Vol 4 (4) ◽  
pp. 83-100
Author(s):  
Minwuyelet Andualem Desta ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
English Language ◽  
Performance Test ◽  
Foreign Language Learning ◽  
Language Performance ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Test Result

Coping Strategies of Taiwanese University Students as Predictors of English Language Learning Anxiety

2013 ◽  
Vol 41 (3) ◽  
pp. 411-419 ◽  
Author(s):  
Po-Chi Kao ◽  
Philip Craigie
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Coping Strategies ◽  
Coping Strategy ◽  
English Language ◽  
Foreign Language Learning ◽  
Positive Thinking ◽  
Learning Anxiety ◽  
Language Learning Anxiety

In this study we examined which coping strategies could predict anxiety about learning English as a foreign language. Our participants were 120 Taiwanese university students who completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the modified version (Marwan, 2007) of the Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004). The results showed that positive thinking was the coping strategy that the participants used most often when they were experiencing foreign language learning anxiety. Use of the coping strategy of positive thinking was also the strongest predictor of all coping variables of a lower level of foreign language learning anxiety. The results also revealed that resignation contributed to higher levels of foreign language learning anxiety than did use of other coping strategies. Results in the current study have implications for both teachers and students to become more aware of the relative efficacy of different coping strategies.

scholarly journals Foreign language learning anxiety: A comparison between high school and university students

2018 ◽  
Vol 15 (3) ◽  
pp. 1584
Author(s):  
Gökhan Baş ◽  
Mehmet Özcan
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Educational Status ◽  
Monthly Income ◽  
Learning Anxiety ◽  
Anxiety Levels ◽  
Language Learning Anxiety

This research aimed to identify the differences in foreign language learning (FLL) anxiety levels between high school and university students based on some variables such as gender, current educational status, parents’ (father and mother) educational status, and monthly income of families.  The survey model was adopted in the research.  The research included high school (n = 333) and university (n = 341) students from Nigde and Afyonkarahisar provinces. In the research, “Foreign Language Learning Anxiety Scale” (FLLAS) was used in order to collect data. For the analyses of the data, independent samples t-test and one-way ANOVA were performed. The results of the research indicated that gender, fathers’ educational status and monthly income of family variables did not have a significant impact on foreign language anxiety levels of high school and university students. It was also found that students’ educational status as well as their mothers’ educational status variables influenced their FLL anxiety significantly.

scholarly journals Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China

2019 ◽  
Vol 10 ◽  
pp. 1569-1575
Author(s):  
Wang Fei
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Learning Anxiety ◽  
Language Learning Strategy ◽  
English Major ◽  
Language Learning Anxiety ◽  
The Relationship

The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.

Gender Differences in Strategies for Coping with Foreign Language Learning Anxiety

2017 ◽  
Vol 45 (2) ◽  
pp. 205-210
Author(s):  
Po-Chi Kao ◽  
Kate Tzu-Ching Chen ◽  
Philip Craigie
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Coping Strategies ◽  
Foreign Language Learning ◽  
Male Students ◽  
Positive Thinking ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Foreign Language Courses

We investigated gender and differences in level of anxiety in regard to use of coping strategies for foreign language learning anxiety (FLLA). Participants were 122 Taiwanese university students enrolled in English as a foreign language courses. Results of multivariate analysis of variance showed that the female students scored significantly higher than did the male students in two coping strategies: peer seeking and positive thinking. In contrast, the male students were more inclined to use relaxation as a way of coping. There was no difference between the groups with different levels of anxiety in their choice of coping strategies and no interaction effect between gender and anxiety level in the coping strategies used. Results thus showed that gender played a significant role in university students' choice of strategies to cope with FLLA.

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