Validación y Confiabilidad de la versión francesa de la escala  de ansiedad lingüística "Foreign Language Classroom Anxiety Scale" y aplicado a estudiantes franceses: Revisión del análisis de Horwitz y Cope,  Aida y  Pérez y Martínez.

Jarie, Laurane; Bordás, Carlos Salavera; Orozco, Abel Merino; Supervía, Pablo Usán

doi:10.5209/thel.61553

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…We are conscious that avoiding the negative outcome of this is crucial, so ensuring that lessons are encouraging may be more likely to lead to intrinsicallymotivated responses on the part of the learners, who will feel less anxious and apprehensive towards the L2. This possibility was explored in studies by Gocer (2014), Jarie et al (2019), MacIntyre (1999, MacIntyre and Gardner (1994), Torres and Turner (2015) and Mortimore (2017). By means of statistically meaningful results, they all demonstrated the correlation between linguistic anxiety and achievement and success in SLA.…”

Section: Discussion and Final Conclusionmentioning

confidence: 99%

The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities

Garrido-Hornos

2023

RAEI

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Successful performance in the study of English as a Foreign Language is known to be subject to psychological constructs such as type of motivation, degree of self-regulated learning and levels of anxiety and burnout, or academic fatigue. The present study—conducted at the University of Valladolid Segovia Campus—served a double purpose. Firstly, it was used to validate the English Language Learner Motivation Scale (ELLMS) in a sample of university students who were studying this language but whose degrees were in subjects other than English Language or Linguistics. Secondly, it demonstrated that intrinsic motivation is associated with less anxiety and greater self-regulation and self-efficacy in the English language learning process. To both ends, we created a 94-question online survey which blended items from four other instruments measuring levels of anxiety, self-regulation and burnout. This questionnaire, delivered to 214 students from four different Spanish universities, produced interesting results. To begin with, it confirmed the first objective of the study and validated ELLMS as a viable instrument to measure motivation in this population, as well as confirming the presence of the three psychological factors envisaged in the original theoretical proposal and which the reader can find defined and analysed in depth in this paper: intrinsic motivation, external regulation and introjected regulation. The variable introjected regulation was negatively correlated with anxiety but positively with reported levels of burnout informed. With regard to external regulation, the results were not conclusive. This paper considers both the educational implications of these results and the impact that these variables have on the learning of English as a Foreign Language.

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Section: Discussion and Final Conclusionmentioning

confidence: 99%

The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities

Garrido-Hornos

2023

RAEI

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“…Martínez, publicado en la Revista Complutense de Estudios Franceses y propuesto por Jarie et al, (2019) se intentó validar y explicar la escala FLCAS Foreign Language Classroom Scale creada por Hortwitz y Cope (1986) la cual se encarga de analizar los niveles de ansiedad lingüísticos de los estudiantes. En esta investigación se buscó estudiar y validar la versión francesa de la FLCAS así como también su confiabilidad para una aplicación a estudiantes franceses de secundaria.…”

Section: En El Artículo Académico Validación Y Confiabilidad De La Ve...unclassified

Relación entre la motivación y la ansiedad durante el aprendizaje de la lengua inglesa en estudiantes del Colegio Integrado de Puerto Wilches

Gersón Andrés

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El objetivo de esta investigación fue analizar la relación entre la ansiedad lingüística y la motivación respecto al aprendizaje del inglés en el Colegio Integrado de Puerto Wilches. La metodología utilizada fue de tipo cuantitativa no experimental, correlacional y descriptiva, de corte transversal en 58 sujetos utilizando el cuestionario Foreign Language Classroom Anxiety Scale (FLCAS) y el cuestionario Motivación y Actitudes en el Aprendizaje de una Lengua Extranjera (MAALE). Según los resultados, el nivel de ansiedad lingüística es medio y la motivación respecto al inglés de los participantes es alto, siendo el tipo de motivación dominante la extrínseca. Se halló una relación negativa Rho de Spearman entre las variables motivación extrínseca y ansiedad ante los exámenes de -,301 con un P valor de ,022 significativo. Motivación intrínseca y ansiedad ante los exámenes de -0,349, con un P valor de ,007 significativo. Esto indica que la motivación intrínseca y extrínseca puede disminuir la ansiedad ante los exámenes o viceversa. Se logró identificar correlaciones entre las variables motivación extrínseca e intrínseca con ansiedad ante los exámenes.

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Possibilities for more accurate prediction of thermal injury severity and determination of its impact on the body using the Abbreviated Burn Severity Index

Kaisheva

Radoynova

Zayakova

2018

Scripta Scientifica Medica

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INTRODUCTION: During the last decades, the chances of survival in burn patients have been progressively increasing, but the issue of prognosis of death after such injuries is still of great ethical, social, medical, and forensic interest. AIM: The purpose of our study was to examine and confirm the accuracy of the ABSI (Abbreviated Burn Severity Index) system in predicting the risk of death in thermal trauma by comparing its values with the actual risk reported. MATERIALS AND METHODS: In order to achieve this purpose, the medical records of burn patients admitted to the Clinic of Thermal Trauma, Plastic, Reconstructive and Aesthetic Surgery at the Naval Hospital of Varna for a five-year period (2011-2015) were studied and the death cases were analyzed. The mortality rate predicted by ABSI was compared to the actual death rate reported in the medical records. RESULTS: There was a significant difference in the mean values of ABSI in survivors and deceased: 4.65 and 11, respectively. All with an ABSI value less than 3 survived. For ABSI values up to 10, a slightly lower mortality was reported than the predicted. For the values ≥11 they matched. Despite these discrepancies, we believe that ABSI is suitable for calculating the risk of death in thermal trauma, especially in more severe burns, where the threat to life is higher. CONCLUSION: Three groups were differentiated with a sharp increase in the percentage of actually reported mortality. Their respective ABSI values can be taken as a reference for forensic medical practitioners in the classification of bodily injuries due to burns.

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Validación y Confiabilidad de la versión francesa de la escala de ansiedad lingüística "Foreign Language Classroom Anxiety Scale" y aplicado a estudiantes franceses: Revisión del análisis de Horwitz y Cope, Aida y Pérez y Martínez.

Cited by 3 publications

References 22 publications

The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities

The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities

Relación entre la motivación y la ansiedad durante el aprendizaje de la lengua inglesa en estudiantes del Colegio Integrado de Puerto Wilches

Possibilities for more accurate prediction of thermal injury severity and determination of its impact on the body using the Abbreviated Burn Severity Index

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