The Impact of Experience Abroad and Language Proficiency on Language Learning Anxiety

Thompson, Amy S.; Lee, Junkyu

doi:10.1002/tesq.125

Cited by 50 publications

(52 citation statements)

References 56 publications

(75 reference statements)

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“…Additionally, when one has more language learning experiences, the tolerance for ambiguity becomes greater. (746) Also with regards to fear of ambiguity (F4), Thompson and Lee (2014) found that a combination of Experience Abroad (EA) and EP are almost equally important, although it was not the case for the other three factors. In other words, for F1 (English class performance anxiety), F2 (lack of self-confidence in English), and F3 (confidence with native speakers of English), the proficiency level outweighed the importance of EA insofar as anxiety was concerned, whereas for F4 (fear of ambiguity), 'EA is crucial to overcome a fear of ambiguity in language learning' (270) as EA and EP both have relatively equal roles in determining the tolerance for ambiguity of the language learners.…”

Section: Anxiety and Multilingualismmentioning

confidence: 93%

Foreign language anxiety in Turkey: the role of multilingualism

Thompson

Khawaja

2015

Journal of Multilingual and Multicultural Development

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As part of a larger study on individual differences and language learning in Turkey, this study explores the relationship between foreign language anxiety and two operationalisations of multilingualism: any experience with a third language and Perceived Positive Language Interaction; it also illuminates connections among the aforementioned constructs and tolerance of ambiguity. This study addresses the anxiety profiles of 156 English as a Foreign Language (EFL) learners in Turkey, an under-studied context. Using the data from the Turkish version of the Foreign Language Classroom Anxiety Scale, an exploratory factor analysis (Maximum Likelihood with a Direct Oblimin rotation) and subsequent one-way analyses of variance indicate significant group differences in both operationalisations of multilingualism. Influenced by the Dynamic Model of Multilingualism, the analysis indicates that a participant's multilingual profile is constantly changing as a result of the interconnected elements in the linguistic systems. As such, this paper offers a fresh approach to operationalising multilingualism, as well as the connection of multilingualism to foreign language anxiety. The discussion also offers an analysis of the use of factor analysis itself and the implications thereof.

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Section: Anxiety and Multilingualismmentioning

confidence: 93%

Foreign language anxiety in Turkey: the role of multilingualism

Thompson

Khawaja

2015

Journal of Multilingual and Multicultural Development

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“…Foreign language courses, no matter whether online or offline, necessarily involve oral interactions among peers. Therefore, online foreign language learning anxiety did not present significant differences from its counterpart in the classroom [49,50]. In this respect, the FLCAS developed by Horwitz et al [46] provided us with a simple way to quantify online foreign language learning anxiety.…”

Section: Learning Anxiety and Self-regulation In Language Learningmentioning

confidence: 96%

The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

Wang

Zhan

2020

Sustainability

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Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners' continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students' online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners' motivation and their online self-regulated English learning.Sustainability 2020, 12, 3009 2 of 25 integrate cognitive, affective and behavioral factors, so as to achieve a continuous learning outcome. Among these, learner beliefs, anxiety, motivation and self-regulation are intensively studied [1][2][3][4][5][6][7].Three learner characteristics are commonly and consistently found to account for foreign language learning performance, namely learner beliefs, anxiety and motivation [7][8][9][10]. To be specific, language learning beliefs are critical because they impose strong impacts on how students evaluate and utilize language learning strategies. Language learners, for instance, may hold different opinions on what accounts for a successful foreign language learning. Some think learning English grammar and vocabulary is the major task, while others contend that it is important to use and speak English in an appropriate language environment [11]. Foreign language learning anxiety includes uncomfortable feelings in using or learning a foreign language. Such anxiety is common among Chinese English-as-a-foreign language (EFL) learners with different proficiency levels. Most English learners, especially for those at beginner levels, feel more anxious when they are singled out to speak English or use English to respond to the teacher in class. English learners with a higher level of foreign language anxiety may form a mental block which greatly hinders foreign language learning e...

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“…Dewaele (2013b) found a highly significant effect of frequency of use of a FL on FLA in that language: A higher general frequency of use of the L2, L3, L4 or L5 corresponded to lower levels of FLA experienced by 1453 adult multilinguals in these languages with various types of interlocutors in various situations. Thompson and Lee (2014) also reported that 148 Korean EFL students who had studied abroad were less anxious in the English FL classroom after their return. Frequency of use and self-perceived proficiency are different measures, but they are probably influencing each other.…”

Section: Frequency Of Use Of the Flmentioning

confidence: 98%

Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

Dewaele

Al-Saraj

2015

SSLLT

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The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014 and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.

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The Impact of Experience Abroad and Language Proficiency on Language Learning Anxiety

Cited by 50 publications

References 56 publications

Foreign language anxiety in Turkey: the role of multilingualism

Foreign language anxiety in Turkey: the role of multilingualism

The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

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