Anxiety and Attitude Of Secondary School Students Towards Foreign Language Learning

Hussain, Muhammad Athar; Shahid, Saeed; Zaman, Amir

doi:10.1016/j.sbspro.2011.11.279

Cited by 36 publications

(30 citation statements)

References 8 publications

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“…This result showed that female undergraduates were more confident and had greater ability to learn a new language and cope with the feelings of anxiety and nervousness. Moreover, Hussain, Shahid & Zaman (2011) confirmed the previous findings and found a statistically significant difference between male and female students regarding foreign language classroom anxiety scale in favor of male students. Later, Lian & Budin (2014) explored the differences between male and female students in language anxiety and found a significant difference between male and female subjects in favor of male students.…”

Section: The Impact Of Gender On Fl Anxietysupporting

confidence: 89%

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

Alsowat

2016

ESJ

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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.

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Section: The Impact Of Gender On Fl Anxietysupporting

confidence: 89%

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

Alsowat

2016

ESJ

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“…As the previous research literature is reviewed, gender variable is seen to influence the level of foreign language anxiety among students. Unlike the current finding of this research, while some studies reported that female students have more FLL anxiety than male students (e.g., Arnaiz & Guillen, 2012;Golchi, 2012;Mesri, 2012), some of them reported that male students have more FLL anxiety than the females (e.g., Awan, Azher, Anwar, & Naz, 2010;Hussain, Shahid, & Zaman, 2011;Lian & Budin, 2014). Also, some other studies indicated that gender was an ineffective variable which might affect FLL anxiety in the classroom (e.g., Alsowat, 2016;Nahavandi & Mukundan, 2013;Özütürk & Hürsen, 2013;Wu, 2012), which confirm the current finding of the research.…”

Section: Discussioncontrasting

confidence: 97%

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

Baş¹,

Özcan

2018

HumanSciences

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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.

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“…At the same time, the factor structure matrix and the factor pattern matrix were compared with others. As below Table 4 shows, twelve items (item# 5,7,10,12,13,14,15,17,18,20,23,24) with factor loading greater than .5 were clustered into Factor 1. This Factor 1 shows the most influential factor among four factors extracted.…”

Section: Resultsmentioning

confidence: 99%

Teaching English though English: Exploring Anxiety in Non-native Pre-service ESL Teachers

Yoon

2012

TPLS

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Abstract-The purpose of this study is to investigate the sources of foreign language anxiety experienced by non-native pre-service ESL teachers (NNPSET) in licensure program. 52 pre-service ESL teachers enrolled in a public university in Seoul, South Korea, participated in this study during their teaching practicum as part of requirement to pursue ESL licensure. 52 participants completed a 24-item modified survey based on Foreign Language Classroom Anxiety Scale (FLCAS) in order to figure out 1) which language anxiety factors would be the most influential among NNPSETs in their English practicum, and 2) which language anxiety factors strongly affect NNPSETs when they conduct micro-teaching sessions. The Principal Component and principal axis factoring tools were used to analyze the data of the survey. The results indicate that 4 major factors were found which affected NNPSETs language anxiety on the classroom situation. The most influential factor of all was clustered with Factor 1 -'Language anxiety on using English in the class'. And the other three factors were identified as 'Language anxiety based on self-confidence', 'Language anxiety about class preparation', and 'Language anxiety overcome with efforts'.Index Terms-affective domain, student teachers, foreign language anxiety

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Anxiety and Attitude Of Secondary School Students Towards Foreign Language Learning

Cited by 36 publications

References 8 publications

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

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

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

Teaching English though English: Exploring Anxiety in Non-native Pre-service ESL Teachers

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