scholarly journals FOREIGN LANGUAGE ANXIETY AND ENGLISH ACHIVEMENT OF EIGHTH GRADE STUDENTS OF MTS SULAIMAN YASIN SAMARINDA IN THE 2011/2012 ACADEMIC YEAR

2017 ◽  
Vol 2 (2) ◽  
pp. 17
Author(s):  
Setya Ariani ◽  
Dyah Sunggingwati ◽  
Weningtyas Parama Iswari
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
Target Language ◽  
Language Anxiety ◽  
Eighth Grade ◽  
Foreign Language Anxiety ◽  
Negative Effects ◽  
Key Words Anxiety ◽  
Eighth Grade Students ◽  
English Achievement

Anxiety is considered having negative effects for most students in learning foreign language, especially English. It has attracted researchers’ attention to do the investigation on foreign language anxiety as a factor which inhibits students to learn the target language successfully. Concerning with this issue, this correlational research was emphasized on investigating the relationship between foreign language anxiety and students’ English achievement. Fifty-five eighth grade students of MTS Sulaiman Yasin Samarinda were asked to fill out 33 items of Foreign Language Classroom Anxiety Scale (FLCAS). The Pearson Product Moment Correlation showed that anxiety had significant negative correlation with students’ English achievement (r = -.258, p<.01). Key words: anxiety, achievement, Pearson Product Moment

scholarly journals Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

2016 ◽  
Vol 12 (7) ◽  
pp. 193 ◽  
Author(s):  
Hamad H. Alsowat
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Significant Negative Correlation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Negative Effects ◽  
Factors Affecting ◽  
Academic Level ◽  
English Major ◽  
The Impact

This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented.

Foreign Language Anxiety: Past and Future

2013 ◽  
Vol 36 (4) ◽  
pp. 442-464 ◽  
Author(s):  
Han Luo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Environment ◽  
Foreign Language Learning ◽  
Emotional Reaction ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Negative Effects ◽  
Foreign Language Learners

Abstract This paper gives a comprehensive review of studies on foreign language anxiety. Foreign language anxiety has been recognized in the past few decades as a situation-specific emotional reaction that potentially impedes foreign language learning. Research has shown that foreign language anxiety is not only prevalent among foreign language learners, but also has various negative effects on foreign language learning. In order to help learners cope with this problem, researchers have identified a large number of sources of foreign language anxiety, which generally fall into four major categories, namely, the classroom environment, learner characteristics, the target language, and the foreign language learning process itself. Researchers have also investigated quite a number of factors associated with foreign language anxiety (including categorical background variables and quantitative learner variables) and have produced mixed results. Based on a thorough review of foreign language anxiety, the paper concludes with recommendations for future studies on foreign language anxiety.

scholarly journals Exploring the Relationship Between Foreign Language Anxiety, Gender, Years of Learning English and Learners’ Oral English Achievement Amongst Chinese College Students

2020 ◽  
Vol 10 (3) ◽  
pp. 31
Author(s):  
Hualan Tan ◽  
Zhilong Xie
Keyword(s):  
College Students ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Learning ◽  
Significant Difference ◽  
English Achievement ◽  
The Relationship ◽  
Learning English

English serves as a bridge of communication for the people from all over the world as it plays an increasingly crucial role in the process of globalization. In accordance with English curriculum standards issued by the Ministry of Education in 2011, the ultimate goal of English language discipline is to communicate. But over these years, China&rsquo;s English education has been difficult to get out of the dilemma of &ldquo;Dumb English&rdquo;. When facing the real oral communication situations, students are still too nervous to speak with a great deal of fluency and accuracy. Therefore, the present study aims to explore the relationship between English language anxiety, gender, years of English learning and final oral English achievement by inviting 41 English major freshmen of foreign language departments of Nanchang Business College. For this purpose, this study adopts a reliable Foreign Language Classroom Anxiety Scale developed by Horwitz and Cope (1986) to measure students&rsquo; anxiety. The results reveal that anxiety levels between males and females are similar; there is also no significant difference among years of learning English; however, a significantly negative correlation between college students&rsquo; foreign language anxiety and their oral English learning achievement was found.

scholarly journals AGE AND PROFICIENCY IN FOREIGN LANGUAGE ANXIETY

2020 ◽  
pp. 209
Author(s):  
Rafael Dutra ◽  
Ingrid Finger
Keyword(s):  
Foreign Language ◽  
Significant Positive Correlation ◽  
Significant Negative Correlation ◽  
Anxiety Level ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language History ◽  
Proficiency Level ◽  
Language Classroom ◽  
Different Levels

This study aimed to investigate how proficiency and age are related to Foreign Language Anxiety (FLA). A total of 88 teenagers and adults with different levels of proficiency answered the Language History Questionnaire and the Foreign Language Classroom Anxiety Scale. The analyses revealed (1) a significant negative correlation between the participants’ mean self-assessed proficiency and their level of FLA; and (2) a significant positive correlation between the participants’ age and their level of FLA. In other words, the lower the proficiency level, the higher the participants’ anxiety level. In addition to that, the older the participant, the higher his anxiety level. The results of the study suggest that Foreign Language Anxiety seems to be related to both proficiency level and learner age. Such results are discussed in light of previous investigations in the field of Applied Linguistics.Keywords: Foreign language anxiety; proficiency; age.

scholarly journals Quantitative Analysis of the Foreign Language Anxiety: Chinese and Pakistani Postgraduates in Focus

2020 ◽  
Author(s):  
Sameena Malik ◽  
Huang Qin ◽  
Said Muhammad khan ◽  
Khalid Ahmed
Keyword(s):  
Foreign Language ◽  
Target Population ◽  
Anxiety Level ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Chinese University ◽  
Postgraduate Level ◽  
Quantitative Results ◽  
The University

The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.

scholarly journals How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 80 ◽  
Author(s):  
Ammara Kalsoom ◽  
Niaz Hussain Soomro ◽  
Zahid Hussain Pathan
Keyword(s):  
Social Support ◽  
Foreign Language ◽  
English Language ◽  
Willingness To Communicate ◽  
Target Language ◽  
Language Anxiety ◽  
Medium Effect ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
The Impact

This study investigates the impact of social support and foreign language anxiety (FLA) on learners&rsquo; willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father&rsquo;s support, teachers&rsquo; support, best friends&rsquo; support, and other friends&rsquo; support exerted impact on learners&rsquo; L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

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. 

scholarly journals Do prospective primary school teachers suffer from Foreign Language Anxiety (FLA) in Spain?

2019 ◽  
pp. 9-30
Author(s):  
Marian Amengual Pizarro
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Strong Association ◽  
Negative Evaluation ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
School Teachers ◽  
Primary School Teachers ◽  
Language Classroom

The main aim of this study is to investigate Foreign Language Anxiety (FLA) in relation to the teaching and learning of English as a foreign language. A total of 75 prospective primary school teachers at the University of the Balearic Islands (UIB) took part in this study. A small questionnaire that included the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The results of this study show that most participants experience average and high anxiety levels in the language classroom. Communication apprehension was reported to be the main source of FLA, followed by fear of negative evaluation and test anxiety. The findings also revealed the strong association between FLA, motivation, language proficiency and degree of self-confidence. Furthermore, the data indicate that the primary source of speaking anxiety is related to participants’ lack of English proficiency. This may have potential adverse effects on the confidence levels of L2 teachers, their target language use, and their instructional competence (Horwitz, 1996).

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