Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese

Jin, Yinxing; Bot, Kees de; Keijzer, Merel

doi:10.14746/ssllt.2017.7.1.6

Cited by 19 publications

(14 citation statements)

References 37 publications

(50 reference statements)

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“…Among the possible variables that influence FL anxiety is the perceived gap in social support (e.g., Huang, Eslami, & Hu, 2010). Explaining why students differ in perceived social relationships, Jin, de Bot, and Keijzer (2017) referred to the interpersonal differences in personality, temperament, mood, and/or language-learning growing experiences. Moreover, a positive outlook can also affect perceived social bonds.…”

Section: Introductionmentioning

confidence: 99%

The effect of positive orientation and perceived social support on foreign language classroom anxiety

Yin

Dewaele

2018

System

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The present study reports on the effect of learners' positive orientation, perceived teacher and student emotional support on their foreign language classroom anxiety. One hundred and forty-four Chinese L1 second-year university-level participants filled out the Positivity Scale, the Foreign Language Classroom Anxiety Scale, and the Teacher/Student Emotional Support Scale. Hierarchical regression analyses revealed that positive orientation was a significant negative predictor of FL anxiety. The relationship between perceived student support and anxiety ceased to be significant as positive orientation entered the model. Perceived teacher support did not significantly predict FL classroom anxiety at each step of the analysis. The results are discussed in line with previous findings as well as their practical implications for foreign language teaching and learning in Chinese universities.

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Section: Introductionmentioning

confidence: 99%

The effect of positive orientation and perceived social support on foreign language classroom anxiety

Yin

Dewaele

2018

System

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“…Stress and anxiousness in language learning have a detrimental impact on students' ability to learn a foreign language (Gopang, 2016;. Jin et al (2017) pointed to behavioral variations in personality, attitude, mood, and/or language-learning evolving experiences when explaining why students vary in perceived social interactions.…”

Section: Literature Reviewmentioning

confidence: 99%

Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students

Hussain

Akhtar

Shabbir

et al. 2021

HSSR

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Purpose of the study: This study aims to explore the possible causes of speaking anxiety among Pakistani university students in an engineering university in Karachi. Another aim of this study is to find out the strategies used by these students to cope with the anxiety they have while speaking English as a second or foreign language. Methodology: The research was qualitative and used an open-ended questionnaire to take the detailed responses of the participants. 80 (40 males and 40 females) participants were selected for this study using the purposive sampling technique. The researchers also translated the tool into the Urdu language to make it more intelligible for the participants. Main Findings: The causes of speaking anxiety were lack of confidence, vocabulary, fear of being ridiculed, peer pressure, facing a lot of people, rules of grammar, lack of preparation, fear of making mistakes, and negative attitude of the teacher and the coping strategies were avoiding the audience, taking help from teacher or peer, preparing well, taking deep breaths, facilitating anxiety, distracting the anxiety, self-talk/praise, restarting, physical movement, using humor and maintaining eye contact with only one person. Applications of this study: This study is useful for the teachers teaching courses related to speaking English as a second or foreign language. This study will help the teachers in tracing the explored elements of anxiety in a class in general and in a student in particular. They will try to mold their pedagogy to make the learning process more enjoyable and less anxious. Novelty/Originality of this study: The current study explores the elements of speaking anxiety in the Pakistani context. Earlier studies have implemented pre-invented tools rather than unearthing the anxiety-provoking elements. Hence, this study can be considered as an ice breaker when it comes to exploring the elements of speaking anxiety in the Pakistani context.

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“…As anxiety negatively correlates to self-confidence, anything that increases anxiety, such as repeated unpleasant prior experiences or the size of the audience, can serve to lower self-confidence (MacIntyre et al, 1998). Low competency levels can result from the sustained feeling of anxiety in the language learning process, and this, in turn, will negatively affect self-confidence, especially in unfamiliar situations (Alnuzaili & Uddin, 2020;Jin et al, 2017;MacIntyre et al, 1998;Riasati, 2018).…”

Section: Affective Factors In Learning and Speaking A Foreign Languagementioning

confidence: 99%

Young Finnish Adults Perspectives on Using English in Different Social Situations: Exploring the Influence of Affective Factors through Photo-Elicitation Interviews

Rantala

Greenier

2020

LRR

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Research on the influence of affective factors in language learning has grown in recent years largely due to the recognition of the role they play in second language (L2) acquisition (Henter, 2014). This study investigates two affective factors, confidence and anxiety, and how they impact young Finnish adults when using English in different formal and informal communicative situations. A multiple case study design is employed to gather different experiences and perceptions of young Finns' willingness to use English in different situational contexts. To explore confidence and anxiety in specific speaking scenarios, the study used photo-elicitation interviews, in which a set of photographs was used as a stimulus with regular interview questions (Harper, 2002). Findings show that young Finnish adults attribute the lack of authentic oral communication in their comprehensive English education as being partially responsible for their apprehension in speaking English, and that fear of judgment, particularly in more formal scenarios, often induces a sense of anxiety. Confidence in using English was sensed through the perception that their English was equal to or better than those around them and was also ameliorated by the familiarity and casualness of the situation. The photo-elicitation method proved fruitful for evoking more detailed and personal experiences and helped participants visualize the scenarios, providing more lucid and candid responses. The study affirms a need for more research on Finnish adults' affective factors in their use of English and advocates for the wider application of photo-elicitation in Applied Linguistics research.

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Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese

Cited by 19 publications

References 37 publications

The effect of positive orientation and perceived social support on foreign language classroom anxiety

The effect of positive orientation and perceived social support on foreign language classroom anxiety

Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students

Young Finnish Adults Perspectives on Using English in Different Social Situations: Exploring the Influence of Affective Factors through Photo-Elicitation Interviews

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