Exploring the relationship between language learning beliefs and foreign language classroom anxiety

Radmila Palinkašević,Jovana Brkić

doi:10.5937/istrped2002367p

Abstract

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.

Highlights

The success of language learners is connected to a myriad of factors which influence their language acquisition process
The aim of the study was to explore the relationship between language learning beliefs and foreign language classroom anxiety in learners studying at the Preschool Teacher Training College “Mihailo Palov” in Vršac
From the quantitative analysis we have gathered information regarding which language learning beliefs have the strongest relationship with foreign language classroom anxiety

Summary

Introduction

The success of language learners is connected to a myriad of factors which influence their language acquisition process. Horwitz highlighted the importance of focusing on the learners affective factors since they influence their willingness to engage in activities, without which foreign language learning in the classroom is impossible (Basaran & Cabaroglu, 2014). The study of learners’ perceptions and feelings help us answer an important question: What causes language learners to approach a specific language learning task differently (Mori, 1999). Foreign language anxiety and language learning beliefs help us understand how learners perceive the foreign language classroom, the activities within it, themselves as active participants, their classmates, teachers and the language itself

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Conclusion