Creating a Positive Learning Environment for Students with English Classroom Anxiety

Liao, Hung‐Chang; Wang, Ya-huei

doi:10.2466/11.pr0.116k21w8

Cited by 9 publications

(18 citation statements)

References 25 publications

(20 reference statements)

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“…The issue of anxiety in learning contexts is pervasive. Anxiety is seen as a problem within more numerate subjects than sociology, including maths (Henrich and Lee, 2011) and in other learning environments, such as the teaching of language (Liao and Wang, 2015). It has also been argued that being anxious about performing well in a new or difficult task is not necessarily a bad thing.…”

Section: Introductionmentioning

confidence: 99%

‘Sociologists Shouldn’t Have to Study Statistics’: Epistemology and Anxiety of Statistics in Sociology Students

Ralston

2019

Sociological Research Online

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Worry about learning maths and statistics has been widely researched internationally but very little of this work has focussed on sociology. It is well documented that sociology students can be reluctant to engage with statistical methods. This article provides an exploration of the relationship between anxiety of statistics and its antecedents in sociology students. The analyses presented are based upon data collected from over 30 universities in the UK and is the most comprehensive sample of its type. The primary aim of this article is to analyse whether the perceived epistemological legitimacy of statistics, among sociology students, is associated with reported statistics anxiety. The results show that epistemological legitimacy is highly associated with reported statistics anxiety. Confidence in maths is also strongly associated with statistics anxiety. The implications of acknowledging these and other pedagogical issues in teaching quantitative research methods are complex and layered. Measures capturing whether students accept the epistemological legitimacy of statistical methods should be routinely incorporated in research examining statistics anxiety.

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Section: Introductionmentioning

confidence: 99%

‘Sociologists Shouldn’t Have to Study Statistics’: Epistemology and Anxiety of Statistics in Sociology Students

Ralston

2019

Sociological Research Online

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“…Numerous studies in Indonesia who are specially trained environmental issues. Several studies were related to the environmental approach that has been tested on students Chung Shan Taiwan by focusing on how to deal with students who are shy and low participation in the subjects of English [13].…”

Section: B Environment Learning Approachmentioning

confidence: 99%

Internalization Of Character Education For Children through Environment Learning Approach: The Value Of Religious, Social Care For And Care For The Environment

Maharani¹,

Syamsi²

2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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This study discusses about the internalization of character education for children in the creative aspects and values, as well as concern for the environment communicative approach to environment learning in school. The method used is a qualitative approach to the strategy of inductive-empirical, that starts with the data collected from teachers and students of class IVA based on real experience be it speech or conduct research subjects as well as the ground situation there is to be formulated into the concept of a general nature with the aim of to serve what was then analyzed using the technique of interpreting that this study could improve the learning situation is the responsibility of the author with a focus on the application and implications of Character education for children through the environment learning with a sample of SDN 238 Palembang grade 4. The results of this research are the implementation of character education for Children with environment learning in SDN 238 Palembang grade 4 uses five phase consists of stages generating interest (engagement), exploration, an explanation, elaboration or extension and evaluation can be done in simple ways, namely by visit any place or any environment that can be used as a learning resource. As for the implications that the author got from the observation results include the increase of some positive character values such as caring for the environment by inviting them to visit the surroundings and learning resources whatever is closest to the school, either paddy or learning resources and other simple, so that with the approach of environment learning, children motivated, more creative, confident, able to communicate well and began to emerge a sense of concern for the environment.

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“…Among the affective variables, anxiety is a main blocking factor for effective language learning (Sultan, 2012;Tanielian, 2014). Anxiety has been treated differently by scholars, whether as a cause of learning (Mejía, 2014), or a consequence of learning (Liao & Wang, 2015;Mejía, 2014;Sultan, 2012). Anxiety is a highly influential factor in foreign language teaching and learning contexts.…”

Section: ‫األجنبية‬ ‫اللغة‬ ‫تعلم‬ ‫قلق‬ ‫ختفيض‬ ‫يف‬ ‫السليب‬ ‫الذاتmentioning

confidence: 99%

“…Several researchers (e.g., Al-Khasawneh, 2016;Garcia-Marques & Loureiro, 2016;Liao & Wang, 2015;Mejía, 2014;Mohammed, 2015;Sultan, 2012;Tanielian, 2014;Yamashita, 2015) mentioned that anxiety is one of the affective variables that influences teaching and learning in different individuals and contexts. Horwitz et al (1986) claimed that anxiety specific to FLL exists and it is associated with the three concepts: communication apprehension, fear of negative evaluation, and test anxiety.…”

Section: ‫األجنبية‬ ‫اللغة‬ ‫تعلم‬ ‫قلق‬ ‫ختفيض‬ ‫يف‬ ‫السليب‬ ‫الذاتmentioning

confidence: 99%

“…In addition, many trials are in progress to find ways out to reduce this phenomenon in language classes (Deb, 2016;Liao & Wang;Tanielian, 2014;Martirossian1 and Hartoonian, 2015). However, few attempted to test the effectiveness of a treatment programme to help foreign language learners cope with it.…”

Section: ‫األجنبية‬ ‫اللغة‬ ‫تعلم‬ ‫قلق‬ ‫ختفيض‬ ‫يف‬ ‫السليب‬ ‫الذاتmentioning

confidence: 99%

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The Effect of Group Counselling Based on the Modification of Negative Self-Statements on Reducing Gender-Biased Foreign Language Anxiety among Ajloun National University Students

Abood¹,

Ahouari-idri²

2017

J. educ. psychol. stud.

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This study investigated the effectiveness of a training program, based on the modification of negative self-statement, to reduce foreign language anxiety (FLA) among EFL students at university in Jordan. To achieve this goal, the foreign language classroom anxiety scale was used. Participants were 30 male and female students from Ajloun National University, who scored high in FLA, and randomly dispensed to one of the two groups: experimental and control. The experimental group received a pilot programme to modify the negative self-statement and the control group did not. Results showed that the modification of negative self-statement program (MNSP) was effective in reducing FLA. A statistically significant difference (.05) was found between the two groups in the effectiveness of the self-statement programme.Keywords: Foreign language, foreign language anxiety, negative self-statement, negative self-statement programme. ‫األجنبية‬ ‫اللغة‬ ‫تعلم‬ ‫قلق‬ ‫ختفيض‬ ‫يف‬ ‫السليب‬ ‫الذات‬ ‫حديث‬ ‫تعديل‬ ‫إىل‬ ‫يستند‬ ‫تدرييب‬ ‫بزنامج‬ ‫فاعلية‬

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Creating a Positive Learning Environment for Students with English Classroom Anxiety

Cited by 9 publications

References 25 publications

‘Sociologists Shouldn’t Have to Study Statistics’: Epistemology and Anxiety of Statistics in Sociology Students

‘Sociologists Shouldn’t Have to Study Statistics’: Epistemology and Anxiety of Statistics in Sociology Students

Internalization Of Character Education For Children through Environment Learning Approach: The Value Of Religious, Social Care For And Care For The Environment

The Effect of Group Counselling Based on the Modification of Negative Self-Statements on Reducing Gender-Biased Foreign Language Anxiety among Ajloun National University Students

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