The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Çakıcı, Dilek

doi:10.5539/elt.v9n8p190

Cited by 50 publications

(35 citation statements)

References 46 publications

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“…In another study of EFL context for Korean students, Poupore (2013) found that being anxious during language learning can make students reluctant to join activities in the class. The negative correlation between English oral test performance and anxiety are significant in other several studies (Cakici, 2016;Philips, 1992;Said & Weda, 2018;Teimori, Goetze, & Plonsky, 2019).…”

Section: Introductionmentioning

confidence: 56%

“…A questionnaire named FLCAS (Foreign Language Class Anxiety Scale), which was originally developed by Horwitz et al (1986) was administered to the participants. FLCAS have also been used to investigate the level of anxiety which further is correlated to language achievements (Cakici, 2016;Hewitt & Stephenson, 2017;Philips, 1992;Teimori et al 2019).…”

Section: Methodsmentioning

confidence: 99%

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Investigating Hospitality Studentsâ€™ Level of Anxiety in English Class and Oral Exam Performance

Prima¹

2019

scr. j. j. linguist. engl. teach.

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This study reports on a correlation analysis between the level of foreign language anxiety (FLA) of hotel business students and their oral exam performance. The participants of this study were 103 first-year hotel business students of a private university in Jakarta, Indonesia. Using Foreign Language Class Anxiety Scale (FLCAS) questionnaire, it was found that most business students (45%) have medium anxiety. It was also found that fear of negative evaluation is the main source of the anxiety among students. A two-tailed t-test analysis shows no statistical difference between male and female students in 90% of the questionnaire items. A Spearman-rank correlation coefficient analysis shows a significant negative moderate relationship between students’ oral exam performance with FLCAS results

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Section: Introductionmentioning

confidence: 56%

Section: Methodsmentioning

confidence: 99%

Investigating Hospitality Studentsâ€™ Level of Anxiety in English Class and Oral Exam Performance

Prima¹

2019

scr. j. j. linguist. engl. teach.

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“…In addition, it is observed that researchers mostly focused on the relationship between foreign language anxiety-academic achievement and shyness-academic achievement. There are few studies with three or more independent variables (Bashosh et al, 2013 ;Chu, 2008;Cakici, 2016)…”

Section: Studies On Shyness Language Anxiety and Language Learning Smentioning

confidence: 99%

The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement

Oflaz¹

2019

EUROPEAN J ED RES

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The purpose of this research was to investigate the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning German. In addition, it was aimed to determine how the independent variables predict the speaking scores and academic achievement. The research sample consisted of 110 students (75 female and 35 males). Three instruments used in the study were: Foreign Language Classroom Anxiety Scale; Strategy Inventory of Language Learning and Shyness Scale. The results of this study revealed that a moderate significant negative relationship (r= -.434) was present between the students' foreign language learning anxiety and academic achievement. Besides, a significant and negative relationship (r= -.290) was found between foreign language anxiety and speaking scores of students. According to the correlation analysis, no significant relationship was identified between shyness, academic achievement and speaking scores of students. According to the analysis, a significant positive relationship was found between the students' language learning strategies and their academic achievements (r= .275). Namely, these data showed that, the level of academic achievement increases as the use of strategy increases. Similarly, shyness and foreign language anxiety show a moderate positive correlation (r= .419). According to these findings, it may be stated that shyness increases as speaking anxiety rises. Besides, it was determined that students' shyness, foreign language anxiety and language learning strategies predicted 26.4 % of their academic achievement. The results indicated that independent variables were positive predictors of students' academic achievement. Finally, suggestions were made for German teachers to reduce the effects of shyness and anxiety in the process of foreign language learning.

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“…Self-esteem is assessed as a developmental phenomenon and varies in different periods of life and in light of different events (Lubow, 2009). Test anxiety has been shown to be one of these experiences (Ahangary & Sharifi, 2015;Dan, Bar Ilan, & Kurman, 2014;Dan & Raz, 2015). In the literature, positive experiences increase the individual's self-esteem, while it is clear that when faced with negative experiences or failures, self-esteem reduces (Mruk, 2006).…”

Section: Test Anxiety and Life Satisfactionmentioning

confidence: 99%

Self-Esteem and Optimism as Mediators in the Relationship Between Test Anxiety and Life Satisfaction Among a School-Based Sample of Adolescents

Çıkrıkçı

Erzen

Yeniçeri

2018

J. Psychol. Couns. Sch.

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The aim of this research was to assess the mediating role of self-esteem and optimism in the correlation between test anxiety and life satisfaction. The study group comprised 201 females (50.6%), 185 males (46.6%) and 11 students without stated gender (2.8%) for a total of 397 high school students. The ages of adolescents included in the study group varied from 14 to 19, with a mean age of 16.09 (SD = 1.09). The research used the Test Anxiety Inventory, Satisfaction with Life Scale, Self-Esteem Scale, Life Orientation Test and a personal information form developed by the researchers as data collection tools. According to the results of correlation analysis, there were significant correlations between test anxiety, self-esteem, optimism and life satisfaction. According to the mediation test results, self-esteem and optimism have full mediating roles in the correlation between test anxiety and life satisfaction. The results obtained are discussed with reference to the literature.

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The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Cited by 50 publications

References 46 publications

Investigating Hospitality Studentsâ€™ Level of Anxiety in English Class and Oral Exam Performance

Investigating Hospitality Studentsâ€™ Level of Anxiety in English Class and Oral Exam Performance

The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement

Self-Esteem and Optimism as Mediators in the Relationship Between Test Anxiety and Life Satisfaction Among a School-Based Sample of Adolescents

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