Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

Li, Meihua; Yuan, Renqing

doi:10.3389/fpsyg.2021.670824

Cited by 33 publications

(53 citation statements)

References 62 publications

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“…Analyses of the data revealed that both the experimental and control groups outperformed in post-test oral presentations and move structures and became significantly less anxious about speaking English after the experiment, with a large effect size. Consistent with those found in many studies on anxiety in SL/FL contexts (Alcòn-Soler, 2015;Ataiefar & Sadighi, 2017;Grant et al, 2018;Hsiao et al, 2017;Lindgren et al, 2016;Liu, 2021;Liu & Yuan, 2021;Moeller & Catalano, 2015), these findings further confirm the belief that increased exposure and practice help improve speaking performance and reduce anxiety.…”

Section: Discussionsupporting

confidence: 89%

“…The use of these instruments has generated a plethora of empirical research in various SL/FL contexts on anxiety related to SL/FL listening, speaking, reading, and writing (Botes et al, 2020;Dewaele & Al Saraj, 2015;Dewaele & Alfawzan, 2018;Horwitz, 2016;Liu, 2018Liu, , 2021Liu & Jackson, 2008;Liu & Xiangming, 2019;Liu & Yuan, 2021;MacIntye, 2017;Serraj & Nordin, 2013;Shirvan & Taherian, 2021;Zhou, 2017). These studies have consistently shown that FLA is largely negatively correlated with SL/FL learning outcomes although it has sometimes been shown to be facilitating.…”

Section: Literature Review Foreign Language Speaking Anxietymentioning

confidence: 99%

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Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Liu

2021

JLE

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This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning.

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Section: Discussionsupporting

confidence: 89%

Section: Literature Review Foreign Language Speaking Anxietymentioning

confidence: 99%

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Liu

2021

JLE

Self Cite

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“…Facing this unexpected learning context, EMI students may encounter difficulties and challenges they have seldom had before, such as technology-provoked anxiety (Bryson & Andres, 2020;Kaisar & Chowdhury, 2020;Valizadeh, 2021). Liu and Yuan (2021) showed that online learning environments strongly influence the anxieties of EMI students and directly affect their speaking proficiency. Moreover, Valizadeh (2021) found that most EMI students in the university felt more anxious in online classrooms due to individual differences and preferences, lack of technological knowledge, and technical difficulties.…”

Section: Introductionmentioning

confidence: 99%

Exploring Indonesian university students’ speaking anxiety in online English medium classes (EMI)

2022

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Exploring Indonesian university students’ speaking anxiety in online English medium classes (EMI)This study investigates the speaking anxiety levels of EFL students enrolled in English medium classes (EMI) in a private university. Factors causing students’ speaking anxiety and potential strategies to reduce the speaking anxiety were also examined. Eighty-nine EMI students from ten undergraduate study programs were the respondents of this study. Data were collected by using Horwitz et al.’s (1986) anxiety survey. Findings showed that EMI students exhibited low-level English-speaking anxiety. The cross-tabulation data demonstrated that students perceived comprehension apprehension as the paramount anxiety factor. To reduce their comprehension apprehension, students prefer their lecturers not to over-react their speaking mistakes and degrade them when they make speaking mistakes. These imply that these findings can be used as consideration for preparatory programs for students and lecturers in EMI classes.Eksplorasi kecemasan berbicara mahasiswa Indonesia di perkuliahan daring kelas EMIPenelitian ini menganalisis tingkat kecemasan berbicara mahasiswa selama perkuliahan daring pada mata kuliah yang menggunakan bahasa Inggris sebagai bahasa pengantar (kelas EMI) di sebuah universitas swasta. Faktor-faktor yang menyebabkan kecemasan berbicara yang dialami mahasiswa dan strategi potensial untuk mengurangi kecemasan berbicara juga dianalisis. Delapan puluh sembilan mahasiswa Indonesia dari sepuluh program studi S1 kelas internasional menjadi responden pada penelitian ini. Data dikumpulkan melalui survei kecemasan berbicara yang dirancang oleh Horwitz dkk. (1986) Hasil penelitian menunjukkan bahwa mayoritas mahasiswa mengalami tingkat kecemasan berbicara yang rendah. Data tabulasi silang menunjukkan bahwa mahasiswa menganggap kecemasan terhadap pemahaman sebagai faktor utama pemicu kecemasan berbicara yang mereka alami. Untuk mengurangi kecemasan terhadap pemahaman mereka, mahasiswa mengharapkan agar dosen tidak bereaksi berlebihan terhadap kesalahan berbicara yang mereka lakukan dan tidak merendahkan mereka ketika mereka melakukan kesalahan berbicara. Hasil penelitian ini dapat menjadi pertimbangan untuk pengembangan program persiapan bagi mahasiswa dan dosen di kelas EMI.

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“…First, the literature is saturated with studies demonstrating the bivariate relationship among skill-based anxieties and between the FLCAS and a language skill. For instance, Liu and Yuan (2021) have recently found a high positive correlation between FLCA and listening anxiety. Moreover, in their mediation analysis examining the effect of some other variables, Chow et al (2018) revealed a significant correlation between reading and listening anxiety.…”

Section: Discussionmentioning

confidence: 99%

Modeling skill-based foreign language learning anxieties as a single construct and testing its predictive aspect on foreign language classroom anxiety

Öztürk

Şahin²,

Öztürk³

et al. 2022

EducXX1

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The aim of the current study was two-fold: i) to investigate whether four skill-based foreign language anxiety scales used in the literature can be confirmed as a single construct, and ii) to explore to what extent this potential single construct can explain foreign language classroom anxiety. The participants included 385 Turkish EFL learners in a university context and data collection instruments were four skill-based anxiety scales and the foreign language classroom anxiety scale (FLCAS). The results of the correlated traits and second order analysis revealed that four skill-based anxieties were confirmed as a single scale, referred to here as the skill-based foreign language learning anxiety scale (SB-FLLAS), measuring a latent variable, foreign language learning anxiety (FLLA). In addition, the SB-FLLAS explained these four anxieties with a high predictive degree on the FLCAS at 88%, demonstrated through structural equation modelling. The current study presents this new practical scale, which could be used in the measurement of skill-based anxieties, and suggests several practical and research implications for foreign language anxiety.

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Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

Cited by 33 publications

References 62 publications

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Exploring Indonesian university students’ speaking anxiety in online English medium classes (EMI)

Modeling skill-based foreign language learning anxieties as a single construct and testing its predictive aspect on foreign language classroom anxiety

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