Anxiety and self-efficacy in Chinese international students' L3 French learning with L2 English and L3 French.

Abstract

The present study explored the relationship between international students' Third Language Anxiety (TLA) and self-efficacy. The research data were collected through questionnaires involving 243 Chinese International students' L3 French Learning with L2 English and L3 French at one university in the U.K. Three of them were interviewed about their experience of anxiety and self-efficacy. Major findings include four underlying factors correlated with TLA and two underlying factors correlated with self-efficacy. Also, levels of these students' TLA were negatively correlated with the level of their self-efficacy, as shown in the correlational analysis. Then, two linear regression models were built to contribute to the prediction of their self-efficacy levels. Lastly, participants reported that grammatical and pronunciation similarities between English (L2) and French (L3) positively decreased their anxiety levels. All of these interviewees encountered communication apprehension. These findings can provide educational implications for L3 teaching and learning, inspiring teachers to consider international students' TLA and self-efficacy and thus propose some coping strategies.