Abstract
This study sought to shed light on the relationship between support (from teachers and peers) and foreign-language learners’ anxiety. A total of 158 adult Taiwanese English-language learners completed three questionnaires: a background questionnaire, the Foreign Language Classroom Anxiety Scale, and the Classroom Life Measure. The results showed that teacher academic support was the most pervasive variable correlated with language-learning anxiety, compared to other types of support (i.e., teacher personal support, student academic support, and student personal support). Language learners felt less anxious when they perceived that they obtained more academic support from their teachers.
Highlights
March, 2010 learners’ full use of comprehensible input
In a study investigating whether anxiety affected oral interview performance, Young (1991) found that anxiety had a significant negative correlation with the Oral Proficiency Interview, which was designed to assess oral performance in a foreign language by using a face-to-face structured conversation
In a review of foreign language anxiety, Horwitz (2001) concludes that language anxiety causes poor language learning in some individuals; identifying sources of language anxiety is essential
Summary
2010 learners’ full use of comprehensible input. If the affective filter is high, language learning is prevented, whereas if the filter is low, learning is facilitated. Gregersen (2003) found that anxious language learners tend to participate less in language-learning activities in an effort to protect their social image by reducing the possibility of making linguistic errors in front of peers and teachers. When students perceive that they are emotionally supported by their teacher, they tend to engage more actively and make a greater effort in their academic work (Goodenow, 1993; Wentzel, 1994) They are more likely to apply extended self-regulated learning strategies (Ryan & Patrick, 2001). The results from Abu-Rabia’s (2004) study showed that the attitudes of seventh-grade EFL learners concerning teacher support were negatively correlated with language-learning anxiety. Both forms of support are important (Cauce et al, 1982; Wentzel, 1994)
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