Journal articles: 'Language anxiety'

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Salim, Wan Iman Wan, Vijayaletchumy Subramaniam, and Arbaayah Ali Termizi. "Foreign Language Anxiety (FLA) in English Language Classroom." International Journal of Languages, Literature and Linguistics 3, no. 1 (March 2017): 5–12. http://dx.doi.org/10.18178/ijlll.2017.3.1.101.

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Cheng, Rui, and Antony Erben. "Language Anxiety." Journal of Studies in International Education 16, no. 5 (September 16, 2011): 477–97. http://dx.doi.org/10.1177/1028315311421841.

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Hsiao, Tsung-Yuan, and Wen-Ta Tseng. "A Meta-Analysis of Test-Retest Reliability in Language Anxiety Research: Is Language Anxiety Stable or Variable?" SAGE Open 12, no. 4 (October 2022): 215824402211346. http://dx.doi.org/10.1177/21582440221134619.

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Researchers have agreed that language anxiety is situation-specific; however, whether existing instruments measure stable or transient components of this anxiety remains controversial. Therefore, this study examined language anxiety’s trait stability and state variability. The results from synthesizing 21 test-retest correlations based on existing scales showed a large effect ( r = .82). Meta-regression and subgroup analyses revealed that the aggregated correlation varied with target languages, but not with age, measuring scales, or retest intervals. The overall results provide evidence that situation-specific language anxiety, as measured by existing scales, is as stable as broad personality traits are, but it is not a personality trait. This finding suggests a need to develop anxiety instruments for transient state language anxiety that will complement rather than replace existing scales that are capable of measuring the temporal stability of language anxiety. This finding also provides implications for language research and practice with regard to anxiety, and for research on other individual-difference variables and their measurement.

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Mihaljević Djigunović, Jelena. "Language anxiety and language processing." EUROSLA Yearbook 6 (July 20, 2006): 191–212. http://dx.doi.org/10.1075/eurosla.6.12mih.

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This paper focuses on two studies into the effects of language anxiety on language processing. Using samples of Croatian L1 — English L2 speakers performing two picture description tasks (one in L1 and one in L2), the studies analysed their oral productions in order to identify a number of temporal and hesitation signals of planning processes. The findings suggest that observing learners using audio and video equipment and trying to increase their anxiety through interpersonal style does not produce a significant difference. However, learners watching someone apparently taking notes on their performance seemed to be significantly anxiety provoking. Qualitative analysis suggests that, in comparison with low anxiety language users, high anxiety language users produce longer texts in L2 than in L1, produce smaller amounts of continuous speech in both L1 and L2, produce filled pauses with a higher mean length in L2 than in L1, have longer mid-clause pauses, fewer repetitions, and make more false starts.

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Nilsson, Maria. "Foreign language anxiety." Apples - Journal of Applied Language Studies 13, no. 2 (March 19, 2019): 1–21. http://dx.doi.org/10.17011/apples/urn.201902191584.

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Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.

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Fondo, Marta. "Foreign Language Anxiety." Proceedings of the International Association for Business and Society 30 (2019): 82–97. http://dx.doi.org/10.5840/iabsproc20193011.

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Have you ever felt nervous, inappropriate, insecure or worried when trying to communicate in a foreign language? Have you ever feared to make mistakes, being negatively judged or misunderstood when talking to foreigners? Do you know someone who has experienced those situations? If yes, please, keep on reading. All these negative feelings are common in many and diverse situations when using a foreign language. They are the result of experiencing Foreign Language Anxiety (FLA) a situational, dysphoric and debilitating anxiety coined by Horwitz, Horwitz and Cope in 1986. Nowadays, multiculturalism and multilingualism are part of our daily lives as well as communication in a foreign language and with foreigners. Hence, FLA is not a problem restricted to foreign language learning scenarios anymore. This innovative session aims to inform and raise awareness of FLA presence and effects in professional and educational contexts, beyond FL classrooms and learning settings.

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Avhustiuk, Mariia M. "PSYCHOLOGICAL ASSISTANCE IN REDUCING ENGLISH LANGUAGE ANXIETY IN UNIVERSITY STUDENTS." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 26–34. http://dx.doi.org/10.25264/2415-7384-2021-12-26-34.

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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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Cakici, Dilek. "The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement." English Language Teaching 9, no. 8 (July 3, 2016): 190. http://dx.doi.org/10.5539/elt.v9n8p190.

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The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students’ language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students’ TA and their language achievement. It was also found a significant positive correlation between students’ TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students’ FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.

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Sorokoumova, Galina V., Olga V. Shurygina, Tatyana E. Egorova, Irina V. Burova, and Yulia Y. Pospelova. "The use of gaming technologies in foreign language classes as a way to prevent and correct language anxiety." SHS Web of Conferences 117 (2021): 03002. http://dx.doi.org/10.1051/shsconf/202111703002.

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The paper looks into the problem of finding methods and educational technologies that reveal the creative potential of students, ensure their involvement in the educational process, and ensure the prevention and correction of psychological problems the students might have. The authors review the value of gaming technologies, the peculiarities of their use in teaching foreign languages, especially in connection with the emergence of language anxiety of students, and analyze the types of language anxiety and the role of gaming technologies in the prevention and correction of language anxiety of students. The paper focuses on the causes of language anxiety in teenage students. The study aimed to look into the influence of game forms of education on the reduction of language anxiety of school students learning foreign languages. To achieve the goal and confirm the hypothesis put forward, the authors used the method of measuring language anxiety during the study of a foreign language by Horwitz (Foreign Language Classroom Anxiety Scale). At the formative stage, a set of games was developed, which was used in German lessons with students of the experimental group for one month. Further, the paper analyzes the results of the study of the influence of game forms of learning on the reduction of language anxiety in the study of foreign languages. The paper has not only theoretical significance in terms of considering language anxiety, but also practical significance and novelty because the results of the study showed the high efficiency of gaming technologies and confirmed the fundamental possibility of prevention and psychocorrection of language anxiety with their help.

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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (December 2, 2016): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s15.

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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (January 1, 2016): 1–14. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s5m.

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ONWUEGBUZIE, ANTHONY J., PHILLIP BAILEY, and CHRISTINE E. DALEY. "Factors associated with foreign language anxiety." Applied Psycholinguistics 20, no. 2 (June 1999): 217–39. http://dx.doi.org/10.1017/s0142716499002039.

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Foreign language anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. This study of 210 university students examined factors that predict1 foreign language anxiety. A setwise multiple regression analysis revealed that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth) contributed significantly to the prediction of foreign language anxiety. An analysis of variance, which included trend analysis, revealed that freshmen and sophomores reported the lowest levels of foreign language anxiety, and that anxiety levels increased linearly as a function of year of study. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions for future research.

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Erzhanova, Asiia, and Anatoliy V. Kharkhurin. "The Influence of Prior Language Experience on Foreign Language Anxiety: A Study on a Russian-Speaking Sample." RUDN Journal of Psychology and Pedagogics 19, no. 3 (December 15, 2022): 448–64. http://dx.doi.org/10.22363/2313-1683-2022-19-3-448-464.

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The topic of foreign language anxiety has attracted considerable attention in the scientific community in recent years. However, there is no universal approach to how to overcome foreign language anxiety. Apart from everything else, it creates barriers and prevents foreign language learners from achieving high results. The purpose of this study is to determine the impact of prior experience of learning foreign languages on language anxiety. The study sample consisted of 152 Russian-speaking persons aged 16-45 who were surveyed using the Foreign Language Classroom Anxiety Scale to evaluate communication apprehension, fear of negative evaluation and test anxiety. The participants also answered questions regarding their language learning experiences: about the number of acquired languages, the age of their acquisition and the level of proficiency in these languages. The MANCOVA results showed that the group with the similar language experience had lower levels of fear of negative evaluation ( F (1, 156) = 4.07, .05, η2 = .06). Based on the results of the study, the authors put forward several practical recommendations: firstly, it is advisable for the teacher to be aware of the student’s prior language experience; secondly, it is proposed, in the educational process, to focus on the similarities in the phonology of the languages being studied; and, thirdly, it is also useful to pay extra attention to common morphemes in different languages.

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Saito, Yoshiko, Thomas J. Garza, and Elaine K. Horwitz. "Foreign Language Reading Anxiety." Modern Language Journal 83, no. 2 (June 1999): 202–18. http://dx.doi.org/10.1111/0026-7902.00016.

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Horwitz, Elaine. "Language anxiety and achievement." Annual Review of Applied Linguistics 21 (January 2001): 112–26. http://dx.doi.org/10.1017/s0267190501000071.

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This chapter considers the literature on language learning anxiety in an effort to clarify the relationship between anxiety and second language learning. It will first argue that language anxiety is a specific anxiety — rather than a trait anxiety — and discuss how this conceptualization has helped clarify the research literature. After Horwitz, Horwitz, and Cope (1986) proposed that a specific anxiety construct which they called Foreign Language Anxiety was responsible for students' uncomfortable experiences in language classes and offered an instrument, the Foreign Language Classroom Anxiety Scale (FLCAS), to measure this anxiety, findings concerning anxiety and language achievement have been relatively uniform, indicating a consistent moderate negative relationship between anxiety and achievement. However, some researchers (Sparks and Ganschow and their colleagues) have suggested that poor language learning is a cause rather than a result of language anxiety. This review concludes that anxiety is indeed a cause of poor language learning in some individuals and discusses possible sources of this anxiety, including difficulty in authentic self-presentation and various language teaching practices. In addition, it reports on new trends in language anxiety research that attempt to identify aspects of language learning (e.g., reading anxiety or writing anxiety) which provoke anxiety for some individuals.

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HORWITZ, ELAINE K., MICHAEL B. HORWITZ, and JOANN COPE. "Foreign Language Classroom Anxiety." Modern Language Journal 70, no. 2 (June 1986): 125–32. http://dx.doi.org/10.1111/j.1540-4781.1986.tb05256.x.

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Goo, Jaemyung, and Youngjoo Kim. "Preservice Elementary School Teachers’ Foreign Language Enjoyment, Foreign Language Anxiety, and Foreign Language Teaching Anxiety." Studies in English Education 27, no. 4 (December 31, 2022): 503–32. http://dx.doi.org/10.22275/see.27.4.02.

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Sparks, Richard L., and Leonore Ganschow. "Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills?" Foreign Language Annals 40, no. 2 (May 2007): 260–87. http://dx.doi.org/10.1111/j.1944-9720.2007.tb03201.x.

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Amat Suparia, Fariz Azzuan, Ibrahim Abdullah, Muhammad Irfan Mhd Rusdi, Farhana Ghazuddin, and Muhammad Syaffiq Mohammed Raffi. "An Overview on Speaking Anxiety in Foreign Language Classroom: Level of Speaking Anxiety, Gender, and Factors." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 10 (October 30, 2022): e001863. http://dx.doi.org/10.47405/mjssh.v7i10.1863.

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Language anxiety has become a prevalent problem for students of foreign languages as a second language, and extensive study is being conducted to investigate the association between language anxiety and speaking skills. Students in foreign language classes experienced fear and anxiety as a result of tasks involving speaking abilities. Numerous research investigations have been conducted in order to establish a link between language anxiety and speaking skills and to gain broad conceptions regarding foreign language speaking anxiety. The purpose of this study is to conceptualise speaking anxiety in the foreign language classroom. This study also looked at the prevalence of speaking anxiety among students, its relationship with gender, and the factors that contribute to speaking anxiety. It is found that foreign language anxiety is highly related to speaking skills, as foreign language students are apprehensive and fearful of communicating with others in foreign language sessions. This study also presents suggestions and recommendations for further research.

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Teimouri, Yasser, Julia Goetze, and Luke Plonsky. "SECOND LANGUAGE ANXIETY AND ACHIEVEMENT." Studies in Second Language Acquisition 41, no. 2 (February 19, 2019): 363–87. http://dx.doi.org/10.1017/s0272263118000311.

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AbstractSecond language (L2) anxiety has been the object of constant empirical and theoretical attention for several decades. As a matter of both theoretical and practical interest, much of the research in this domain has examined the relationship between anxiety and L2 achievement. The present study meta-analyzes this body of research. Following a comprehensive search, a sample of 97 reports were identified, contributing a total of 105 independent samples (N = 19,933) from 23 countries. In the aggregate, the 216 effect sizes (i.e., correlations) reported in the primary studies yielded a mean of r = −.36 for the relationship between L2 anxiety and language achievement. Moderator analyses revealed effects sizes to vary across different types of language achievement measures, educational levels, target languages, and anxiety types. Overall, this study provides firm evidence for both the negative role of L2 anxiety in L2 learning and the moderating effects of a number of (non)linguistic variables. We discuss the findings in the context of theoretical and practical concerns, and we provide direction for future research.

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Pichette, François. "Second Language Anxiety and Distance Language Learning." Foreign Language Annals 42, no. 1 (March 2009): 77–93. http://dx.doi.org/10.1111/j.1944-9720.2009.01009.x.

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Jonalyn Tano Sad-ayan-Lacambra and Stephenie Ong Busbus. "Language Anxiety for Non-Native Speakers: A Review Paper." International Journal of Linguistics, Literature and Translation 5, no. 7 (July 7, 2022): 68–72. http://dx.doi.org/10.32996/ijllt.2022.5.7.8.

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Glocalization is a trend that requires individuals to be literate in their native languages and a target language. The use of a foreign language or a non-native language leads to language anxiety. This review paper aims to look into the commonalities and the gaps in the read studies. The researcher found that language anxiety happens in foreign language learning and teaching and at the macro-level of learning. With this, the studies used scales to measure the levels of anxiety of the respondents; they also aimed to study the precedents and effects of language anxiety and the coping strategies of learners and teachers to lessen language anxiety. Finally, gaps in the studies include a need for a language teaching anxiety focusing on macro skills of the teachers; mixed-method studies are rare for qualitative methods and a need to employ effective strategies to cope with language anxieties.

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Baran-Łucarz, Małgorzata, and Jang Ho Lee. "Selected Determinants of Pronunciation Anxiety." International Journal of English Studies 21, no. 1 (June 29, 2021): 93–113. http://dx.doi.org/10.6018/ijes.426411.

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Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

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Ali, Bayad Jamal, and Govand Anwar. "Anxiety and Foreign Language Learning: Analysis of students’ anxiety towards Foreign language learning." International Journal of English Literature and Social Sciences 6, no. 3 (2021): 234–44. http://dx.doi.org/10.22161/ijels.63.32.

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Sevinç, Yeşim, and Jean-Marc Dewaele. "Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands." International Journal of Bilingualism 22, no. 2 (August 4, 2016): 159–79. http://dx.doi.org/10.1177/1367006916661635.

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Horwitz, Elaine K. "Foreign and second language anxiety." Language Teaching 43, no. 2 (March 3, 2010): 154–67. http://dx.doi.org/10.1017/s026144480999036x.

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The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is ‘anxiety’. The concept of anxiety is itself multi-faceted, and psychologists have differentiated a number of types of anxiety including trait anxiety, state anxiety, achievement anxiety, and facilitative-debilitative anxiety. With such a wide variety of anxiety-types, it is not surprising that early studies on the relationship between ‘anxiety’ and achievement provided mixed and confusing results, and Scovel (1978 – this timeline) rightly noted that anxiety is ‘not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts’ (p. 137). Scovel did not, however, anticipate the identification in the mid-1980s of a unique form of anxiety that some people experience in response to learning and/or using an L2. Typically referred to as language anxiety or foreign language anxiety (FLA), this anxiety is categorized as a situation-specific anxiety, similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.

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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-23-31.

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The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/2706-7904-2021-16-23-31.

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The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

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Rashid, Nur Atikah Binti Noor, and Asnadia Binti Alias. "Language proficiency differences in second language learning anxiety." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 4, no. 2 (December 15, 2018): 83. http://dx.doi.org/10.29210/120182255.

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In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS). The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.

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Lileikienė, Asta, and Lina Danilevičienė. "FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING." Baltic Journal of Sport and Health Sciences 3, no. 102 (2016): 18–23. http://dx.doi.org/10.33607/bjshs.v3i102.61.

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Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues to exist in the university foreign language classroom as well. A number of foreign language students report feeling anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the university foreign language classroom. Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and 33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample involved 200 first and second year students of Lithuanian Sports University . Results. The research analysis revealed that the respondents generally felt anxious speaking in the language class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign language class and speaking with native speakers. The correlation between the students’ level of knowledge and their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety. Moreover, female participants of this study exhibited higher levels of foreign language anxiety. Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low achievement made them more anxious about learning.

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DUISEMBEKOVA, Z. M., and A. M. KURBAN. "FOREIGN LANGUAGE CLASSROOM ANXIETY OF STUDENTS STUDYING ENGLISH LANGUAGE IN KAZAKHSTAN." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 300–311. http://dx.doi.org/10.47526/2022-2/2664-0686.25.

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A significant number of students studying a foreign language have experienced anxiety at some point during their studies. Kazakhstan is a multilingual country, having three official languages (Kazakh, Russian, and English) as compulsory education, and it raises the question of whether students experience any anxiety during the classroom, which significantly impacts their learning process and academic performance. This article aimed to explore the level of foreign language classroom anxiety among the students studying in 3rd and 4th grade in the Department of English Language and Literature and the Department of Translation Studies at Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Kazakhstan. To test the anxiety level, the study was conducted by conducting an online survey of 314 students (266=female, 48=male) and utilising the Foreign Language Classroom Anxiety Scale (FLCAS). The results showed a moderate level of anxiety, suggesting that the students and teachers might have been affected by the cultural aspects of the nation. Another assumption might be the mutual trust between the students and teachers that creates an atmosphere that decreases the anxiety. Furthermore, students were eager to study and looked forward to conversing with native speakers. This data confirms the importance of culture, peer support, and proper study programs, along with the continuous assistance and encouragement from the teachers.

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NEGLYAD, Tatiana Yu. "THE MOST EFFECTIVE DECISIONS OF LANGUAGE ANXIETY PROBLEM." Мова, no. 36 (April 1, 2022): 18–22. http://dx.doi.org/10.18524/2307-4558.2021.36.249723.

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This article is about language anxiety as a problem, that exist in foreign languages learning. The purpose of the article is to study the most effective approach to overcoming this problem. The object of this analysis are the main methods of teaching oral communication skills. The subjects of this study are different types of English formulaic language as examples. As a result, three main methods, that are effective to overcoming this problem, were found: 1) psychological method, 2) formulaic language method, 3) visual support method. Conclusions: the problem of language anxiety is definitely linguistic, because the formulaic language method can be called the most effective to overcoming this problem. Also, the finding of the research is, that the most useful exercises to overcoming language anxiety are playing exercises, what unite the all three methods. The article can be useful for teachers of foreign languages (for example, English), who wish to get the results in teaching oral communication among students, because all listed abovemethods and exercises can be used effectively in teaching practice.

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Nurul, Arini, Nita Sari Narulita Dewi, Enjang Nurhaedin, and Dewi Rosmala. "Foreign Language Listening Anxiety in an Academic Listening Class." J-SHMIC : Journal of English for Academic 7, no. 2 (August 28, 2020): 1–9. http://dx.doi.org/10.25299/jshmic.2020.vol7(2).5241.

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In the process of teaching listening, anxiety is believed as a negative factor contributing to the students’ poor listening comprehension and quite possibly the affective factor that the most persistently hinders the learning process. Thus, investigating its existence and delving its factors become salient in order to help the students overcome their listening learning barriers. This present study attempts to depict the condition of the students’ listening anxiety in an Academic Listening (AL) class in an Indonesian tertiary context. 20-items of Foreign Language Listening Anxiety’s (hereafter, FLLA) questionnaire were administered to 97 students taking that course. Having finished analyzing the levels of students’ listening anxiety, in-depth interviews were conducted to four students who were considered having high listening anxiety to disclose the underlying factors. The research result revealed three pivotal issues; a) 54.6% of the students had a relatively high level of listening anxiety, 18.5% had moderate listening anxiety, and 26.8% had a low level of listening anxiety; b), 75% of the chosen measured items showed an extreme level of the students’ listening anxiety, and c) the major factor contributing the listening anxiety was inadequate listening proficiency involving the inability to deal with the rapid speech rate and range of lexical choices.

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Luo, Han. "A measure of Chinese language learning anxiety: Scale development and preliminary validation." Chinese as a Second Language Research 3, no. 2 (October 1, 2014): 147–74. http://dx.doi.org/10.1515/caslar-2014-0009.

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AbstractAs the Foreign Language Classroom Anxiety Scale (FLCAS), the most widely used measure for foreign language anxiety, is a generic instrument that mainly addresses speaking anxiety and does not take into consideration of the characteristics of target languages, this study attempts to develop a Chinese Language Learning Anxiety Scale reflective of anxieties associated with the four skills. The initial pool of items approved by five experts were administered to 447 Chinese language learners from two large public universities in the U.S. Exploratory factor analyses yielded a three-factor solution of the scale, i.e., Speaking Anxiety, Listening Anxiety, and Reading & Writing Anxiety, lending support to the construct validity of the scale. Results of reliability analysis and correlation analyses indicated that the Chinese Language Learning Anxiety Scale and its three sub-scales have good internal consistency reliability, convergent and discriminant validity, and criterion-related validity.

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Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (June 1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.

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The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

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Alonso Arruabarrena, Irene, and David Lasagabaster Herrarte. "An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students." Vigo International Journal of Applied Linguistics, no. 20 (January 20, 2023): 9–48. http://dx.doi.org/10.35869/vial.v0i20.4353.

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In an era of globalisation, acquiring communicative competence in foreign languages has become an educational priority, and in this scenario, Content and Language Integrated Learning (CLIL) emerged as a European endeavour to improve students’ foreign language proficiency. In the Basque Autonomous Community (BAC), learners are required to deal with the coexistence of three languages in the school curriculum, which may be regarded as an anxiety-provoking process. Through a mixed method approach, this study explores the interaction between language anxiety and the language of instruction in the case of 89 primary education students in the BAC, along with the effects of students’ gender, linguistic repertoire and achievement on anxiety means. Results indicated that participants experienced significantly more anxiety in their English subjects than in their Basque subjects. Moreover, students speaking Spanish at home or scoring lower grades in both instruction types exhibited higher anxiety levels, and this trend diminished in the case of females. These findings reveal the challenging nature of anxiety, an affective factor that should be taken into consideration in the implementation of language teaching methodologies.

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SPARKS, RICHARD L. "LANGUAGE ANXIETY AND PROFICIENCY IN A FOREIGN LANGUAGE." Perceptual and Motor Skills 85, no. 6 (1997): 559. http://dx.doi.org/10.2466/pms.85.6.559-562.

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Sparks, Richard L., Leonore Ganschow, Marjorie Artzer, David Siebenhar, and Mark Plageman. "Language Anxiety and Proficiency in a Foreign Language." Perceptual and Motor Skills 85, no. 2 (October 1997): 559–62. http://dx.doi.org/10.2466/pms.1997.85.2.559.

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Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.

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Radic-Bojanic, Biljana. "Language anxiety of English language and literature students." Nasledje, Kragujevac 14, no. 38 (2017): 9–21. http://dx.doi.org/10.5937/naslkg1738009r.

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Gopang, Illahi Bux, Faraz Ali Bughio, Shumaila Aijaz Memon, and Jalal Faiz. "Foreign Language Anxiety and Learner Beliefs in Second Language Learning: A Research Timeline." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1591. http://dx.doi.org/10.17507/tpls.0608.10.

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Research in second language learning has significantly demonstrated that foreign language anxiety and learner beliefs have been the main domain of inquiry in applied linguistics. Such interest has seen upsurge in studies on L2 anxiety and learner beliefs. This study tends to review language anxiety and learner beliefs in language learning. The review shows moderate and high levels of language anxiety in studies including negative correlation between anxiety and achievement. In addition, it also reveals that learner beliefs have played a role in increasing language anxiety. Moreover, research studies on FLA (foreign language anxiety) and LB (learner beliefs) describe a whole scenario of the exiting literature. The study also critiques some pedagogical strategies suggested in research and how far these are applicable in decreasing language anxiety and avoiding incorrect beliefs about language learning. Further, the research review suggests that different approaches are used to quantify language anxiety and to describe beliefs in language learning. Since, the prime purpose of the study is to review the approaches and their validity and reliability in describing language anxiety and beliefs. The study synthesizes foreign language anxiety and learner beliefs studies and offers some recommendations in order to complement and supplement the existing literature.

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ABU-GHARARAH, ALI. "Foreign Language Classroom Anxiety Scale." Journal of King Abdulaziz University-Educational Sciences 11, no. 1 (1998): 287–321. http://dx.doi.org/10.4197/edu.11-1.11.

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Nurhaeni, Nurhaeni. "Students’ Anxiety in Language Learning." EDUVELOP 2, no. 2 (March 30, 2019): 81–86. http://dx.doi.org/10.31605/eduvelop.v2i2.260.

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It has been widely admitted that most people have their own obstacles when it comes into learning a new language. In fact, it happens to students a lot. Some studies have been conducted in order to investigate further about the students’ anxiety level in learning language. There are some anxiety factors that have been explored, discussed, and analyzed in order to find the solution on overcoming the anxiety problem. This research is intended to explore the influence of gender (male and female) in the anxiety issue of learning language. The participants of this research consisted of 45 male and 45 female students in one Junior High School in West Java. This research applied FLCAS questionnaire to explore students’ level of anxiety. Based on the data analysis through the questionnaire, it is found that there is no difference between male and female students in terms of their anxiety in language learning. It is proven by the chi-square test that is applied to analyze the data collected.

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Łuszczyńska, Sylwia. "Approaches to reducing language anxiety." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 14 (2018): 97–114. http://dx.doi.org/10.16926/sn.2018.14.07.

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Gregersen, Tammy. "Dynamic properties of language anxiety." Studies in Second Language Learning and Teaching 10, no. 1 (March 29, 2020): 67–87. http://dx.doi.org/10.14746/ssllt.2020.10.1.4.

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This article begins by examining previous empirical studies to demonstrate that language anxiety, or the negative emotional reaction learners experience when using a second language (MacIntyre & Gardner, 1999), is a dynamic individual difference learner variable. I show that it forms part of an interconnected, constantly-in-flux system that changes unpredictably over multiple time scales. While at certain times this system might settle into an attractor state that accommodates contradictory conditions, perturbations that arise may lead to development and change with the curious possibility that minor disruptions generate large effects while major alterations go unnoticed. In essence, language anxiety (LA) is part of a continuous complex system in which each state evolves from a previous one. After I establish LA as a dynamic variable using the aforementioned criteria, I outline the implications and challenges for researching LA using a dynamic paradigm, which include focusing on individuals, transforming LA research questions, designing interventions and re-thinking data gathering methodologies. I conclude with implications for language teaching that emphasize: 1) raising awareness of the importance of decoding nonverbal behavior to identify moment-by-moment shifts in learner emotion; 2) remaining vigilant concerning variables that are interacting with LA that make this factor part of a cyclical process; 3) understanding that anxiety co-exists with positive emotions to varying degrees and that language tasks are not unanimously enjoyed or universally anxiety-provoking; and 4) incorporating positive psychology activities that proactively encourage buoyancy and resilience for moment-by-moment daily perturbations as well as debilitating disruptions that result in long-lasting influences.

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Suzuki, Hiroshi, and Peter Roger. "Foreign Language Anxiety in Teachers." JALT Journal 36, no. 2 (November 1, 2014): 175. http://dx.doi.org/10.37546/jaltjj36.2-2.

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In the 2013 Course of Study for senior high schools, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) mandated that English should be taught, wherever possible, through the medium of English. Against this backdrop, we investigated the experiences of foreign language anxiety (FLA) among 15 Japanese teachers of English in relation to their teaching practices and beliefs. The findings, from interviews, questionnaires, and self-reflections, indicate that experiences of FLA among participants stem from two broad categories of factors. The first is the teachers’ conceptualisation of their own role as teachers; the second concerns their perception of student needs and expectations. We examined the findings in the context of Borg’s (2006) framework of Language Teacher Cognition and developed a preliminary model of FLA among this group of language teachers. Using this model, we outline ways in which anxiety related to English use in the classroom could be alleviated. 平成25年度施行の高校新学習指導要領において、文部科学省は「授業を実際のコミュニケーションの場面とするため、授業は英語で行なうことを基本とする」という文言を取り入れた。この背景を基に、本研究はBorg（2006）の「言語教師認知をめぐる枠組」を理論的モデルとして、15名の日本人高校英語教師の外国語使用不安（foreign language anxiety）を教師の信条及び教育実践と関連付けて検証した。インタビュー、質問紙、自己内省に基づく質的データの分析結果として、調査協力者の外国語使用不安は、教師としての役割に関する自己認知、学習者のニーズ及び学習志向に関する教師認知に起因することが判明した。これらの結果に基づき、我々は教師の外国語使用不安研究におけるパイロットモデルを提示し、さらに教師の外国語使用不安の対処法略を提案した。

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Alias, Asnadia Binti, and Nur Atikah Binti Noor Rashid. "The relationship between students’ second language learning anxiety and language proficiency." Journal of Counseling and Educational Technology 1, no. 2 (December 8, 2018): 50. http://dx.doi.org/10.32698/0141.

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Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

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Wilang, Jeffrey Dawala, and Thanh Vo Duy. "Relationships of language learning variables in the acquisition of third languages in a multilingual context." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (December 1, 2021): 1117. http://dx.doi.org/10.11591/ijere.v10i4.21594.

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This paper reinforces the importance of third language acquisition research in a multilingual context focusing on language experience, vocabulary learning strategies, emotional self-regulation strategies, and language anxiety. This study explored three languages: Chinese, Korean, and Vietnamese, to know if there are significant relationships between the above variables in third language acquisition. Three specific sets of survey questionnaires were distributed to various students enrolled in foreign language courses offered in a language department in a university. To focus on the relationships of language learning variables of a foreign language, correlational design was used to analyze the survey questionnaires' responses for each language course. Among students who were enrolled in Chinese, significant relationships were established between language anxiety and language experience, language anxiety, and emotional self-regulation strategies. Significant associations were found between emotional self-regulation strategies and language experience, emotional self-regulation strategies, and vocabulary strategies, and language performance and language experience for those students enrolled in the Korean language. In learning Vietnamese, significant relationships were found between language anxiety and vocabulary strategies, language performance, and language anxiety. Teachers may need to re-evaluate prepared teaching and learning materials, for example, material difficulty, to help students alleviate anxiety in learning.

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Sadighi, Firooz, and Mehdi Dastpak. "The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 111. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.111.

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Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors.

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Jajich Novogradec, Marina, and Ivana Chagalj. "Foreign language anxiety in the acquisition of Rusian as a foreign language." Journal of Psycholinguistic, no. 2 (June 30, 2021): 179–88. http://dx.doi.org/10.30982/2077-5911-2021-48-2-179-198.

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The aim of the paper is to measure and define the causes of foreign language anxiety in learning RFL, as one of the most important affective factors in foreign language teaching. The causes of difficulties in foreign language learning, as well as the development of language anxiety, can be different. The study examines the sample of 80 Croatian undergraduate students majoring in Russian language and literature at the Faculty of Humanities and Social Sciences of the University of Zagreb. In order to measure language anxiety, the questionnaire that included Foreign Language Classroom Anxiety Scale, developed by E. Horwitz et al. [1991] was used. The hypotheses were that the level of anxiety would decline at advanced levels of language learning; with the students who were learning another foreign language at the university; those who had learned Russian before entering the university; as well as those who had integrative and instrumental type of motivation in learning the language, and those who had visited Russian speaking country before.In the area of moderate level of anxiety, certain categories in which students showed high level of anxiety were allocated. The main causes of anxiety were communication apprehension and fear of negative evaluation. Future studies need to take into consideration foreign language anxiety in different contexts of foreign language learning and psycholinguistic perspective of the issue.

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Inagaki, Rika, and Motoyuki Nakaya. "Relationship Between Japanese Language Anxiety, Beliefs About Learning, and Language Use in Japanese Language Classes." European Journal of Educational Research 11, no. 3 (July 15, 2022): 1327–36. http://dx.doi.org/10.12973/eu-jer.11.3.1327.

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This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both native Thai and Japanese teachers. In addition, JL anxiety interacted with the amount of JL used by native Japanese teachers and beliefs about JL learning. JL teachers, especially native Japanese teachers, should attempt to reduce their learners' JL anxiety in order to maximize the effect of teachers’ JL use and learners’ beliefs and to support them in using JL more in classes.

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Journal articles on the topic 'Language anxiety'

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