Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Toyama, Michiko; Yamazaki, Yoshitaka

doi:10.3389/fpsyg.2021.614184

Cited by 34 publications

(27 citation statements)

References 81 publications

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“…With the advent of the pandemic, most instruction previously offered in traditional formats migrated to online and "hybrid" platforms such as Skype and Zoom. Toyama & Yamazaki (2021) found that students are relatively comfortable with English autonomous learning in a multimedia network environment, especially for online learning environments. Of course, their subjects were all engineering students with a high degree of technical expertise and a strong desire to learn English.…”

Section: Technology Concernsmentioning

confidence: 96%

Foreign Language Acquisition Anxiety and Project-Based Learning in Collaborative L2 Instruction: A Case Study

Miguel

Carney

2022

tpls

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This article discusses the experiences of an instructor-student collaboration in combining English as a Second Language instruction with a project-based model. It provides information about a year-long period of instruction that made use of extensive collaboration in language instruction for the creation of business documents geared to a specific purpose. The article suggests that such a project-based and collaborative approach to Foreign Language Learning might be useful in alleviating foreign language learning anxiety for advanced speakers of a second language. Additionally, the article discusses instruction performed via the Zoom platform. The use of platforms such as Zoom, or Skype, are becoming more ubiquitous as an instructional trend that pre-dates recent public health concerns, and this technology is discussed here in terms of the opportunities for collaborative learning and feedback it offers in a discipline that is still favors traditional face-to-face instruction. Although the experiences described here occurred in a non-academic setting with an instructor-student dyad, we suggest that it may be useful in academic settings with additional students and fewer collaborative opportunities to create highly specific objectives.

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Section: Technology Concernsmentioning

confidence: 96%

Foreign Language Acquisition Anxiety and Project-Based Learning in Collaborative L2 Instruction: A Case Study

Miguel

Carney

2022

tpls

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“…Such speaking activities can provoke students’ anxiety (Horwitz et al, 1986; Young, 1990) and language classrooms requiring such activities “are more anxiety-provoking than traditional classrooms” (Horwitz, 2001, p. 116). Even though FL learners who are anxious about speaking in class have been identified in various countries (Toyama & Yamazaki, 2021a), the degree of FLA in classroom contexts may vary based on cultural differences in individualism versus collectivism. Among these culturally different groups, there will be a clear distinction in terms of what teachers expect students to do based on norms of their societal and educational experience.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Second/foreign language anxiety (FLA) is common in classrooms (Dewaele & MacIntyre, 2014; MacIntyre, 2017). A recent systematic review of intervention studies to reduce students’ FLA included 17 countries/regions as research locations for 40 studies (Toyama & Yamazaki, 2021a). The review consisted of only experimental studies meeting specific criteria, inferring that FLA has been studied across many countries and regions.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Anxiety and Individualism-Collectivism Culture: A Top-Down Approach for a Country/Regional-Level Analysis

Toyama

Yamazaki

2022

SAGE Open

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This study explored how foreign language anxiety in class relates to individualism-collectivism culture. Additionally, to serve as a guideline for foreign language anxiety assessment, the study determined a normative score of the Foreign Language Classroom Anxiety Scale (FLCAS), which is well known and frequently applied for foreign language anxiety examination. After conducting a literature search identifying 106 studies in 35 countries/regions, a top-down approach was used to analyze aggregate FLCAS mean scores by country/region and examine relationships between the FLCAS score and the rating of individualism-collectivism cultural dimension from Hofstede’s cultural index. This relationship was significant for higher education institutions but insignificant for all institutions and for elementary to high schools. The FLCAS normative score was 94.82, slightly lower than the theoretical midpoint of 99. The findings have implications for educators, since university/college/graduate students in countries/regions with stronger collectivism had higher foreign language anxiety.

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“…According to Toyama and Yamazaki (2021), in comparison to L1 acquisition, nonnative language learning (be it L2, L3 or beyond) is remarkably associated with emotions. This is especially so for adults, who are often subject to more complex psychological and emotional variables (Hershner, 2016).…”

Section: Adult Learnersmentioning

confidence: 99%

Adult ESL Education and Learning Anxiety: An Exploratory Case Study Involving Malaysian Security Personnel

Kamal

Hamid²,

Roslan³

et al. 2022

MJSSH

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The Blueprint on Enculturation of Lifelong Learning for Malaysia recognises learning after the school and higher education systems as the third pillar in human capital development, and encourages continuity in upskilling (which includes the improvement of English competency) for individual empowerment and mobility. Despite this, there is a lack of research in the area, with most studies centralising Malaysian ESL practices involving only school or tertiary learners. Studies on professional development, meanwhile, tend to favour school teachers, resulting in a lack of empirical findings relevant to other professions. The present case study involved 111 Malaysian ESL learners enrolled in a six-month English language improvement programme organised by a public Malaysian university during the COVID-19 pandemic. The participants were full-time security personnel of the said university and comprised both males and females. The participants’ English proficiency and language learning anxiety levels were measured pre- and post-intervention using The Cambridge English Assessment: General Test and the Foreign Language Classroom Anxiety Scale (FLCAS) respectively. FLCAS data garnered were subjected to non-reversed and reversed scoring to lend the study better transparency and greater depth. Results indicate minimal change in terms of English proficiency post-intervention, whereas FLCAS data indicate increased anxiety. Recommendations for future research are outlined.

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Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Cited by 34 publications

References 81 publications

Foreign Language Acquisition Anxiety and Project-Based Learning in Collaborative L2 Instruction: A Case Study

Foreign Language Acquisition Anxiety and Project-Based Learning in Collaborative L2 Instruction: A Case Study

Foreign Language Anxiety and Individualism-Collectivism Culture: A Top-Down Approach for a Country/Regional-Level Analysis

Adult ESL Education and Learning Anxiety: An Exploratory Case Study Involving Malaysian Security Personnel

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