Interactive effects of English-speaking anxiety and strategy use on oral English test performance of high- and low-proficient Chinese university EFL learners

Meihua Liu,Oleg Tarnopolsky

doi:10.1080/2331186x.2018.1562410

Abstract

This study investigated the interactive effects of English-speaking anxiety and strategy use on oral English test performance of high- and low-proficient Chinese university EFL learners. In total, ...

Highlights

The importance of foreign language anxiety (FLA) in second/foreign language (SL/FL) learning has long been recognized (Dewaele & MacIntyre, 2014; Horwitz, Horwitz, & Cope, 1986; Liu, 2016, 2018; MacIntyre & Gardner, 1991, 1994a; Zhang & Liu, 2013)
This study examined the interactive effects of English-speaking anxiety and strategy use on oral English test performance of high- and low-proficient Chinese university EFL learners
Differences in English-speaking anxiety level and strategy use frequency between lowand high-proficient learners To examine the differences in English-speaking anxiety level and strategy use frequency between low- and high-proficient learners, means and standard deviations of English-speaking Anxiety Scale (ESAS) and Oral Communication Strategy Inventory (OCSI) scales were computed

Summary

Introduction

The importance of foreign language anxiety (FLA) in second/foreign language (SL/FL) learning has long been recognized (Dewaele & MacIntyre, 2014; Horwitz, Horwitz, & Cope, 1986; Liu, 2016, 2018; MacIntyre & Gardner, 1991, 1994a; Zhang & Liu, 2013). It is the same with language learning strategies (Chu, 2008; Liu & Thondhlana, 2015; Lu & Liu, 2015; Nakatani, 2006).

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Conclusion