Foreign Language Anxiety and English Medium Instruction Classrooms: an Introduction

Tsui, Amy Β. M.; Cheng, Yi-Sheng

doi:10.1007/s42321-022-00122-9

Cited by 11 publications

(11 citation statements)

References 42 publications

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“…This accords well with previous research on emotional detachment in L2 (see Jończyk 1 for a review) and foreign language effects 46 . We also found an overall stronger magnitude of physiological responding in the L2 compared to the L1 mode, pointing to an overall increased cognitive load and/or stress when operating in L2 than in L1 2,36,52,58 . The present study also carries potential practical implications for bilingual psychotherapy.…”

Section: Discussionmentioning

confidence: 59%

“…Similarly to the results of research on physiological responding in bilinguals, such enhanced regulation of negative emotions in L2 compared to L1 was interpreted as resulting from increased cognitive efforts invested in L2 processing, thereby limiting the resources available for regulating negative emotions and attenuating emotional responding. Alternatively, more pronounced physiological reactivity in L2 relative to L1 may also be accounted for by foreign language anxiety 57 , 58 : a phenomenon observed during L2 usage, whereby bilinguals experience a feeling of apprehension when processing L2. Altogether, while the exact mechanisms driving such a foreign language effect remain unknown and require further research, we interpret the overall increased physiological responding to L2 relative to L1 in our study as reflecting greater cognitive resources allocated to processing semantically complex meanings in L2 and/or increased foreign language anxiety 57 , 58 , which might have obscured emotional responding in the L2 mode 2 , 52 .…”

Section: Discussionmentioning

confidence: 99%

“…Alternatively, more pronounced physiological reactivity in L2 relative to L1 may also be accounted for by foreign language anxiety 57 , 58 : a phenomenon observed during L2 usage, whereby bilinguals experience a feeling of apprehension when processing L2. Altogether, while the exact mechanisms driving such a foreign language effect remain unknown and require further research, we interpret the overall increased physiological responding to L2 relative to L1 in our study as reflecting greater cognitive resources allocated to processing semantically complex meanings in L2 and/or increased foreign language anxiety 57 , 58 , which might have obscured emotional responding in the L2 mode 2 , 52 .…”

Section: Discussionmentioning

confidence: 99%

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Native and non-native language contexts differently modulate mood-driven electrodermal activity

Behnke

2022

Sci Rep

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Bilingual speakers have been consistently observed to experience reduced emotional sensitivity to their non-native (L2) relative to native (L1) language, particularly to the negatively-valenced L2 content. Yet, little is known about how the L1 and L2 contexts physiologically influence bilinguals’ affective states, such as moods. Here, we show that bilinguals may be less physiologically sensitive to mood changes in the L2 compared to the L1 context. Polish–English bilinguals operating in either the L1 or the L2 mode (elicited via reading L1 and L2 sentences) watched positive and negative mood-inducing films while their electrodermal activity was measured. We observed a greater number of skin conductance responses in the negative compared to positive mood condition in the L1 context only, indexing decreased sensitivity to mood changes in the L2 relative to the L1 mode in bilinguals. Also, skin conductance amplitudes were overall increased in the L2 compared to the L1 context, pointing to increased cognitive load when operating in L2. These findings together suggest that bilinguals experience decreased sensitivity to mood changes in their less dominant language due to L2 processing requiring greater cognitive engagement.

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Section: Discussionmentioning

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Native and non-native language contexts differently modulate mood-driven electrodermal activity

Behnke

2022

Sci Rep

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“…This research makes use of a survey design, and the data is gathered through the use of a questionnaire, to which respondents responded based on their own personal experiences.. (Horwitz et al, 1986;Saito et al, 1999;Zhao, 2009;Chang, 2004;Tsui & Cheng, 2022;Yan & Liang, 2022). According to Ebel (1980), survey research has proven to be an effective method for identifying current evidence; furthermore, survey research aims to objectively measure results and generalize findings to a specified population.…”

Section: Research Methodology 31 Research Designmentioning

confidence: 99%

“…Foreign or second language anxiety encompasses a complex array of self-perceptions, beliefs, emotions, and behaviors related to language learning in a classroom context (Tsui & Cheng, 2022;Yan & Liang, 2022;Salim et al, 2017). Wei (2007) underscored the significance of language learning environments in relation to anxiety levels.…”

Section: Literature Review 21 Anxiety and Language Anxietymentioning

confidence: 99%

Investigating English Language Reading and Writing Anxiety Among Pakistani University Students: A Correlational Study

Ms. Zahra Khan

2023

pjia

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The undertaken study investigated the correlation between English language reading anxiety and English language writing anxiety. A survey research design was employed, and a sample of 298 BBA students from a private university in Karachi was utilized. The students completed two anxiety-measuring questionnaires: The Foreign Language Reading Anxiety Scale (FLRAS) and the Second Language Writing Anxiety Inventory (SLWAI). Descriptive statistics revealed that the majority of students experienced moderate to high levels of English language reading and writing anxiety. Pearson Product-Moment correlation analysis indicated a strong positive correlation between English language reading anxiety and writing anxiety. This means that students with high levels of reading anxiety were likely to also experience high levels of writing anxiety and vice versa. These findings suggest that teachers should not teach reading or writing in isolation. Instead, they should focus on reducing anxiety levels in reading and writing classrooms. Curriculum developers should also consider incorporating strategies for reducing anxiety into their programs.

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Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

Soruç,

Yuksel,

Horzum

et al. 2024

High Educ

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This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

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Foreign Language Anxiety and English Medium Instruction Classrooms: an Introduction

Cited by 11 publications

References 42 publications

Native and non-native language contexts differently modulate mood-driven electrodermal activity

Native and non-native language contexts differently modulate mood-driven electrodermal activity

Investigating English Language Reading and Writing Anxiety Among Pakistani University Students: A Correlational Study

Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

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