Self and Language Anxiety

Huang, Yi-Wen

doi:10.5539/ells.v4n2p66

Cited by 7 publications

(7 citation statements)

References 40 publications

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“…Although some scholars agree that anxiety at a tolerable level can be helpful by making learners stay alert and increase their efforts in learning (Horwitz et al, 1986; MacIntyre, 1995), others believe that high language anxiety correlates negatively with the learners’ performance. They posit that anxiety can interfere with language learning processes and have negative effects, for example, on learners’ academic achievements (Al‐Shboul, Ahmad, Nordin, & Rahman, 2013; Serraj & Noordin, 2013; Yan & Horwitz, 2008), social relationships (Liu & Jackson, 2008; MacIntyre, 2007), personal states (Han, 2013; Huang, 2014; MacIntyre, 1999), and cognitive aspects (MacIntyre, 1995, 1999).…”

Section: Introductionmentioning

confidence: 99%

Indonesian students’ strategies to cope with foreign language anxiety

Abdurahman

Rizqi

2020

TESOL Journal

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Previous research reports that foreign language anxiety (FLA) is one of the affective factors exerting influence on foreign language learning. Myriad studies have examined how foreign language learners cope with foreign language anxiety. However, few studies have addressed the particular moments when students feel the most anxious and how they cope with this anxiety. The present study aims to (1) identify specific moments when students feel the most anxious; (2) investigate their coping strategies; and (3) recognize the changes in the strategies used by the students during specific moments in their language learning. In so doing, a stimulated recall was carried out among five university students from non–English departments who had to conduct presentations in English. The findings show that they displayed different levels of anxiety, which resulted in several accidents during the presentation. The participants with a high anxiety level tended to utilize monotonous coping strategies. This study implies that teachers need to take into account their students’ anxiety levels before they commence a new term or semester. When encountering highly anxious students, they can introduce the learners to alternative strategies to cope with anxiety.

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Section: Introductionmentioning

confidence: 99%

Indonesian students’ strategies to cope with foreign language anxiety

Abdurahman

Rizqi

2020

TESOL Journal

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“…Brown (2001, p.62) contends that belief possessed by learners in accomplishing an activity partially facilitates their eventual success to complete the task. In the same vein, Huang (2014) states that selfconfidence is important in alleviating language anxiety by means of affecting learners' attitudes and motivations towards the language being learnt. Nevertheless, the shortcoming of self-confidence is still prevalent among learners especially those with lower intermediate achievement due to their inadequacy of mastering the foreign language (Marwan, 2008).…”

Section: I: What Do You Feel When Speaking English In the Class? Us1:...mentioning

confidence: 99%

Rural learners’ communication apprehension and urban learners’ fear of negative evaluation in speaking performance: What lies within?

Anjaniputra

2021

ELTF

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Anxiety-trigerring conditions that can facilitate and debilitate learning must be made known to teachers. Besides, studies comparing foreign language anxiety in rural and urban areas are inconclusive and incongruous. Thus, this study is intended to explore learners’ language anxiety in speaking performance at urban and rural high schools. The investigation of language anxiety particularly addresses the extent of language anxiety, the anxiety factors as well as the relationship among language anxiety, school sites, and speaking. This study utilized a questionnaire, a test, and a learner interview to collect data by involving urban and rural school. Quantitative data analysis was carried out through descriptive statistics to find out learners’ language anxiety levels, and through Multiple Regression Correlation (MRC) to determine the relationship among the variables. Qualitative data analysis was conducted in relation to language anxiety sources by generating broad themes from the interview. The analysis revealed that (1) the extent of learners’ language anxiety was distinct from one another and subject to certain circumstances and their anxiety sensitivity; (2) four factors causing language anxiety were discovered; and (3) a new insight into the correlation between urban and rural learners, language anxiety, and speaking was noticeable. These findings suggest that teachers recognize the circumstances leading to anxiety, which is a basis for successful language acquisition and learning.

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“…However, this learning process is not without challenges, among which language anxiety emerges as a significant obstacle affecting a considerable number of students (Mendoza-Torres et al, 2023). This form of anxiety, specifically associated with the context of learning a second language, manifests through tension, nervousness, and worry in situations perceived as stressful, such as oral interaction, listening comprehension, reading, and writing in the foreign language classroom (Huang, 2014). The factors behind this anxiety are multiple, encompassing both intrinsic aspects of the student and extrinsic aspects related to the learning environment (León-Gutiérrez et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

Quispe-Sanca,

Arteta-Sandoval,

Quispe-Sanca

et al. 2024

Front. Educ.

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BackgroundAnxiety in learning foreign languages is a global phenomenon that impacts students’ academic performance, with English being a critical language in secondary education. The Foreign Language Classroom Anxiety Scale (FLCAS) has been widely used to assess this anxiety. However, the need to validate and adapt the scale for specific cultural contexts remains a priority in educational research.ObjectiveTo assess the validity and reliability of a Spanish version of the FLCAS among a sample of Peruvian secondary education students, in order to better understand the structure of language learning anxiety in this context.MethodsA total of 818 students from four public educational institutions in southern Peru participated. An instrumental design was used, which included descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of convergent, divergent validity, and measurement invariance by gender.ResultsThe EFA recommended a four-factor model that explained 32% of the total variance. Subsequent CFA adjusted this model to 24 items with optimal fit indices (CFI = 0.969; RMSEA = 0.045). The reliability of the factors was acceptable (α > 0.70 for all factors). Convergent and divergent validity was confirmed through significant correlations with related constructs (Fear of Negative Evaluation and Enjoyment of Foreign Language). Gender invariance analysis indicated that the scale is equally applicable to men and women.ConclusionThe Spanish version of the FLCAS is a valid and reliable tool for assessing foreign language classroom anxiety among Peruvian secondary education students. This study contributes to the field of language teaching by providing evidence of the cultural applicability of the FLCAS in the Peruvian context, thus facilitating more effective pedagogical interventions to address language learning anxiety.

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Self and Language Anxiety

Cited by 7 publications

References 40 publications

Indonesian students’ strategies to cope with foreign language anxiety

Indonesian students’ strategies to cope with foreign language anxiety

Rural learners’ communication apprehension and urban learners’ fear of negative evaluation in speaking performance: What lies within?

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

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