Foreign Language Anxiety and Language Learning Beliefs

Abstract

The present study investigates the relationship between foreign language anxiety and beliefs towards foreign language learning, considering personal and social-environmental factors that may influence language learners' beliefs. The participants consisted of 431 college students (M = 19.99, SD = 4.57 years) enrolled in language preparatory classes in Türkiye, focusing on Arabic, Chinese, English, German, Russian, and Spanish. The students provided self-reports on their levels of foreign language anxiety, including speech anxiety, failure anxiety, and low self-confidence, as well as their beliefs towards foreign language learning. The results of hierarchical regression analysis revealed that failure anxiety was positively associated with students' beliefs towards foreign language learning, indicating that higher levels of failure anxiety were linked to less favorable beliefs. On the other hand, low self-confidence was negatively associated with beliefs towards foreign language learning, suggesting that lower levels of self-confidence were associated with more negative beliefs. Speech anxiety, however, speech anxiety showed no significant association with students' beliefs towards foreign language learning. Furthermore, it was observed that foreign language anxiety and beliefs towards foreign language learning differed based on the specific foreign language being learned. These findings underscore the importance of examining foreign language anxiety in relation to beliefs towards foreign language learning, particularly within diverse language learner populations.