Validity and Reliability Testing of the Adapted Foreign Language Classroom Anxiety Scale (FLCAS)

Paneerselvam, Agatheswari; Yamat, Hamidah

doi:10.6007/ijarbss/v11-i4/9027

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…FLCAS developed by Horwitz (1986) has an internal reliability coefficient of 0.93 and has been widely accepted by other language researchers to be a highly reliable and valid instrument to measure students' foreign language anxiety level. Additionally, it has been validated by other researchers such as (Aida, 1994;Paneerselvam and Yamat, 2021).…”

Section: The Research Instrumentmentioning

confidence: 93%

The Relationship between Language Learning Anxiety and English Language Speaking Performance among Pre-Diploma Students at A Public University in Malaysia

Manan¹,

Yusof²,

Azizan³

2023

IJARPED

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Language learning anxiety has been known to have a serious effect not only on students' language performance but also on second language learning processes. This study aims at investigating the relationship between English Language Anxiety and English language speaking performance among pre-diploma students at a public university in Malaysia. The objectives of the study are to investigate the students' language anxiety levels and explore the major causes of anxiety among them as they make a transition from secondary to tertiary education. The participants of the study will be 120 pre-diploma students enrolled in Proficiency Level English as a second language course at UiTM Perak. The data was collected through the distribution of questionnaires adapted from Horwitz'(1989) Foreign Language Classroom Anxiety Scale (FLCAS) which consists of 33 statements. Pearson Correlation was used to determine the relationship between students' anxiety level based on the results of FLCAS and the students' performance on the 'speaking' component of their formative assessment.

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Section: The Research Instrumentmentioning

confidence: 93%

The Relationship between Language Learning Anxiety and English Language Speaking Performance among Pre-Diploma Students at A Public University in Malaysia

Manan¹,

Yusof²,

Azizan³

2023

IJARPED

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“…Student anxiety scale scores will range used Oetting (1983) scale from 33 to 165, where 33 points is the lowest score and 165 points is the highest score. According to Paneerselvam and Yamat (2021) the reliability of FLCAS using Cronbach's alpha reading showed 0.894. Sham and Azmi (2018) found 0.90 using Cronbach's Alpha.…”

Section: Methodsmentioning

confidence: 99%

Students’ Anxiety in Speaking English in the Classroom

Budayanti,

Permana,

Putra

2023

Celtic

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The purpose of this study is to determine the level of students' anxiety as well as the elements that contribute to their anxiety when speaking in English. This survey study employed the FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire by Horwitz et al. (1986) and interviews. Sixty students were chosen as the sample of the study. The results showed 20% of participants feel very anxious, 42% feel anxious level, 23% feel mild anxious, 8% feel relaxed, 5% feel very relaxed. In the interview, the types of language anxiety indicators were also identified. The results show that fear of negative evaluation and feeling insecure were the major causes of students’ anxiety. This study implied that anxiety could become a driving factor that leads students to be passive and make no effort to speak English in the classroom. Teachers are encouraged to address students’ anxiety in order to help students overcome their anxiety.

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“…FLCAS developed by Horwitz (1986) has an internal reliability coefficient of .93 and has been widely accepted by other language researchers. Additionally, it has been found to be a highly reliable and valid instrument to measure students' foreign language anxiety level (Aida, 1994;Paneerselvam, & Yamat, 2021).…”

Section: The Research Instrumentmentioning

confidence: 99%

Language Anxiety Among English For Specific Purposes (ESP) Learners at UiTM Perak Seri Iskandar Campus

Manan¹,

Azizan²,

Yusof³

2022

IJARPED

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Language learning anxiety has been known to have adverse effect not only on students' second language learning processes but also on second language performance. This study aims at investigating the level of English Language Anxiety among undergraduates at UiTM Perak, Seri Iskandar Campus and to determine the main source of anxiety among them. The study employed purposeful sampling, and the participants were chosen from three intact groups of 93 undergraduates in total. They were Bachelor of Arts students from the Department of Built Environment Studies and Technology enrolled in English for Specific Purpose (ESP) course which was English for Presentation. The data were collected through the distribution of questionnaires adapted from Horwitz' (1989) Foreign Language Classroom Anxiety Scale (FLCAS) which consists of 33 statements. It was found that the majority, 48 (51.6%) of the respondents have moderate anxiety levels, 24 (25.8%) respondents fall under the category of high anxiety while 21 (22.6%) respondents have low anxiety. The main source of anxiety among the respondents was fear of negative evaluation (mean=3.2), followed by communication apprehension (mean=3.0) and test anxiety (mean=2.8).

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Validity and Reliability Testing of the Adapted Foreign Language Classroom Anxiety Scale (FLCAS)

Cited by 3 publications

References 13 publications

The Relationship between Language Learning Anxiety and English Language Speaking Performance among Pre-Diploma Students at A Public University in Malaysia

The Relationship between Language Learning Anxiety and English Language Speaking Performance among Pre-Diploma Students at A Public University in Malaysia

Students’ Anxiety in Speaking English in the Classroom

Language Anxiety Among English For Specific Purposes (ESP) Learners at UiTM Perak Seri Iskandar Campus

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