Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Lin, Qiuhan

doi:10.3389/fpsyg.2022.998536

Cited by 7 publications

(11 citation statements)

References 58 publications

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“…The four factors that emerged in this research carry little resemblance to the factors that have been proposed in studies by Arnaiz and Guillen (2012), Aslan and Thompson (2018), Bensalem and Thompson (2022), Cheng et al (1999), La darević (2021), Lin (2022), Liu and Yuan (2021), Mak (2011), Park (2014), Phongsa et al (2017), Thompson and Khawaja (2015), Lee (2013, 2014), Thompson and Sylvén (2015), and Tóth (2008). Among these 18 studies, the emergent factors comprised different items and were named differently from those in our study.…”

Section: Factor Analyses In This and Other Researchmentioning

confidence: 62%

“…Although responses on the FLCAS are often added (after reverse coding the positively worded items) to form a single score that represents FLA as a global, homogeneous construct (see, e.g., Allen & Herron, 2003; Arnaiz & Guillén, 2012; Dewey et al., 2018; Lim & Low, 2017), a number of researchers have attempted to determine whether the scale comprises separate factors. Their studies have suggested that, within the FLCAS, there are two factors (Bensalem & Thompson, 2022; Cheng et al., 1999; Park, 2014); three factors (Arnaiz & Guillen, 2012); four factors (Aslan & Thompson, 2018; Lin, 2022; Thompson & Khawaja, 2016; Thompson & Lee, 2013, 2014); two, three, or four factors (Tóth, 2008); five factors (Lađarević, 2021; Mak, 2011); six factors (Phongsa et al., 2017; Thompson & Sylvén, 2015); and six or seven factors (Liu & Yuan, 2021). The factor composition of the FLCAS, therefore, appears to be highly inconsistent.…”

Section: Literature Reviewmentioning

confidence: 99%

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Composition and implications of foreign‐language anxiety among American study‐abroad students in Morocco

Bensalem

Trevethan

2023

Int J App Linguistics

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In this study, the foreign‐language anxiety (FLA) of American students of Arabic on three study‐abroad programs in Morocco was examined. Exploratory factor analyses (EFAs) of the students’ data based on items from the Foreign Language Classroom Anxiety Scale yielded four distinct factors, or domains, of FLA: Somatic Distress, Self‐Doubt, Nonengagement, and Apprehension. Although the students had a moderate level of self‐doubt concerning their studies as well as a moderate level of apprehension about being with Arabic L1 users, they tended to report engagement and absence of somatic distress in relation to Arabic. Scores among all four factors differed significantly from each other, apart from the comparison between Self‐Doubt and Apprehension. In addition to having implications for pedagogical practice and study‐abroad programs, this research is an attempt to demonstrate best practice in EFA.

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Section: Factor Analyses In This and Other Researchmentioning

confidence: 62%

Section: Literature Reviewmentioning

confidence: 99%

Composition and implications of foreign‐language anxiety among American study‐abroad students in Morocco

Bensalem

Trevethan

2023

Int J App Linguistics

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“…Foreign language anxiety is a multifaceted phenomenon encompassing different dimensions such as fear of negative evaluation, communicative apprehension, and test anxiety [5][6][7][8].…”

Section: The Overview Of Anxietymentioning

confidence: 99%

Exploring the Classification and Implications of Foreign Language Anxiety

Xiwei

2023

LNEP

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This paper provides a comprehensive review of foreign language anxiety, exploring its definitions, classifications, and strategies for reducing it. By analyzing various aspects of anxiety in language learning contexts, this review aims to shed light on the importance of addressing this phenomenon to enhance language acquisition and communication skills. Furthermore, the review discusses the numerous factors contributing to foreign language anxiety, such as fear of negative evaluation, test anxiety, and communication apprehension. It also highlights the role of individual differences, cultural influences, and teaching methodologies in shaping the learners experiences of anxiety. Recognizing and addressing foreign language anxiety can have a profound impact on language learners motivation, confidence, and success in language acquisition, ultimately fostering more effective and enjoyable language learning experiences. Overall, this paper underscores the need for educators, policymakers, and researchers to acknowledge and address foreign language anxiety as an integral aspect of language learning. By implementing appropriate strategies and creating supportive learning environments, language educators can help learners overcome anxiety barriers, facilitating enhanced language acquisition and improved communication skills.

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“…This study will build on Bandura's theory of self-efficacy. Self-efficacy is defined as a belief that an individual has in his or her own ability to produce desired behaviors, and it can also be understood as the subjective judgment of whether people can successfully engage in a certain achievement behavior [9]. This study combines quantitative and qualitative research methods to explore the relationship between the usage of ChatGPT and the learning efficacy of Chinese college students.…”

Section: Introductionmentioning

confidence: 99%

The Impact of ChatGPT on the Learning Efficacy of Chinese College Students

Huang,

Wang,

Yang

2023

LNEP

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With the popularization of online autonomous learning and the development of artificial intelligence, more and more students are starting to use ChatGPT to assist learning. Research gaps exist in understanding the intersection of artificial intelligence (AI), ChatGPT, and education. Based on reviewing relevant literature from domestic and foreign scholars, the authors combine quantitative and qualitative research methods to explore the relationship between the usage of ChatGPT and the learning efficacy of Chinese college students. A total of 113 questionnaires were collected, and 100 valid questionnaires were obtained through screening eventually. The empirical results show that: looking up information, doing coursework and assisting with dissertation writing were common functions for college students to use ChatGPT; The impact of ChatGPT on the learning efficacy of domestic college students was relatively positive, but it was not yet significant; The frequency of using ChatGPT among college students of different genders showed significant differences, and the frequency of using ChatGPT among college students of different grades showed significant differences. Through interviews with 3 out of 100 students, the following conclusion was drawn: they generally believed that ChatGPT was more useful in solving difficult problems and could help them achieve success.

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Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Cited by 7 publications

References 58 publications

Composition and implications of foreign‐language anxiety among American study‐abroad students in Morocco

Composition and implications of foreign‐language anxiety among American study‐abroad students in Morocco

Exploring the Classification and Implications of Foreign Language Anxiety

The Impact of ChatGPT on the Learning Efficacy of Chinese College Students

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