Foreign language anxiety and foreign language self-efficacy: a meta-analysis

Zhou, Shunhua; Chiu, Ming Ming; Dong, Zehua; Zhou, Wenye

doi:10.1007/s12144-022-04110-x

Cited by 7 publications

(6 citation statements)

References 79 publications

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“…In sum, learners' perceived L2 learning competence, whether it comes from their L1 skills, multilingual skills, or actual L2 proficiency, seems to be associated with lower levels of L2 anxiety. This can also be related to the finding of a recent meta-analysis (Zhou et al, 2022) in which a strong meta-analytic correlation (r = -.70) was found between L2 anxiety and self-efficacy. Learner-internal factors have been also reported as predictors of L2 anxiety.…”

Section: Group 1: Conceptualization and Operationalizationsupporting

confidence: 58%

Second language anxiety: Construct, effects, and sources

Papi,

Khajavy

2023

Ann Rev Appl Linguist

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Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the construct (e.g., Cheng, 2004; Horwitz et al., 1986). The second group has explored the impact of L2 anxiety on various motivational, behavioral, learning, and performance aspects of L2 learning (e.g., Gkonou et al., 2017). Finally, the third group has investigated different sources of L2 anxiety (Papi & Khajavy, 2021). In this manuscript, we will draw on studies from the three strands to present an overview of the state of research on this construct and conclude by discussing major issues with the conceptualization, measurement, and design of studies on L2 anxiety.

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Section: Group 1: Conceptualization and Operationalizationsupporting

confidence: 58%

Second language anxiety: Construct, effects, and sources

Papi,

Khajavy

2023

Ann Rev Appl Linguist

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“…Despite the lack of research on language teachers, previous studies on FL learners have shown a strong negative link between FLA and self-efficacy (e.g., Bárkányi, 2021;Canaran et al, 2020;Wang et al, 2021). In the meta-analysis conducted by Zhou et al (2022), these two constructs were negatively correlated with each other (r = -.70). Moderator analyses indicated that variables, such as school levels, FL anxiety types, and gender, did not moderate this negative association.…”

Section: Relationships Among Tfla Ta and Tsementioning

confidence: 87%

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Li,

Liu,

Gong

2024

International Journal of Teacher Education and Professional Development

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This study examined the relationships among Chinese pre-university teachers' foreign language anxiety, teaching anxiety and teacher self-efficacy. The participants were 210 Chinese primary and secondary English teachers who completed a battery of questionnaires. The results showed that: (a) the participants reported low to moderate levels of foreign language anxiety and teaching anxiety, as well as a high level of self-efficacy; (b) foreign language anxiety directly and negatively predicted the participants' self-efficacy; (c) foreign language anxiety was a positive predictor of teaching anxiety; (d) teaching anxiety mediated the link between foreign language anxiety and self-efficacy. This study highlights the importance of addressing language teachers' foreign language anxiety and teaching anxiety, and provides insights into enhancing teachers' self-efficacy.

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“…Elahi Shirvan et al (2019) report a significant negative correlation ( r = −.29) showing higher language anxiety is associated with WTC, but also evidence of variability in the strength of the relationship across studies. Zhou et al (2022) reported a strong average negative correlation between language anxiety and language self-efficacy ( r = −.70), suggesting that as learners’ confidence in their abilities increases, their anxiety may decrease, or vice versa. They also reported significant heterogeneity in the size of the relationship across studies.…”

Section: Context Of Language Anxiety Researchmentioning

confidence: 99%

The inner workings of anxiety in second language learning

MacIntyre,

McGillivray

2023

Ann Rev Appl Linguist

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The paper examines anxiety as an important emotion for language learning and communication, using the intraindividual, dynamic emotional experience as a grounding for understanding the antecedents and consequences of anxiety arousal. The bulk of the existing literature, as reflected in three recent meta-analyses, treats language anxiety as a stable individual difference (ID) factor, documenting its correlations with test performance, course grades, and other indices of language proficiency. This literature contributes to understanding the impact of language anxiety on various linguistic processes. However, the typical ID approach has difficulty documenting the inner workings of language anxiety, and especially its dynamic relationships with other emotions, language processing, and the ebb and flow of anxiety in social situations. To address the limitations of the typical ID approach, this paper will argue that starting from an intrapersonal and dynamic perspective allows more detailed consideration of the myriad ways anxiety interacts with language, situating it among other influential processes that unfold in real time, including the complex interactions among positive and negative emotions. The paper will draw on the work emerging from the perspective of complex dynamic systems, with a focus on the value of individual-level methods for generating new types of research questions. The idiodynamic approach to research will be used to document the complexity of language anxiety in practice. The paper concludes with a call for more individual-level, highly contextualized research to document the inner workings of anxiety within individuals.

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Foreign language anxiety and foreign language self-efficacy: a meta-analysis

Cited by 7 publications

References 79 publications

Second language anxiety: Construct, effects, and sources

Second language anxiety: Construct, effects, and sources

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

The inner workings of anxiety in second language learning

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