English Classroom Anxiety Research Articles

A Study of Chinese University Students’ English Learning Motivation, Anxiety, Use of English and English Achievement

Research has found that contact with a second language (L2), L2 motivation and foreign language anxiety are important variables affecting L2 learning. Nevertheless, not much research has explored the relationships among these variables and their interactive effects on L2 learning outcomes. The present large-scale survey study examined the relationships between English learning motivation, English classroom anxiety and use of English, as well as their predictive effects on Chinese university students’ English achievement. A total of 439 randomly sampled students from two Chinese universities in Beijing answered the background information questionnaire, the 8-item English Classroom Anxiety Scale and the 35-item English Learning Motivation Questionnaire. The major findings were as follows: (a) English learning motivation, English classroom anxiety and use of English were significantly correlated with one another, and (b) English classroom anxiety, use of English and English learning motivation generally significantly predicted the students’ English achievements. These findings confirm the importance of L2 motivation, foreign language anxiety and contact with the L2 for second language learners. Hence, specific suggestions (e.g., reading and listening to more of a second language, creating a supportive and relaxed L2 classroom environment, etc.) are discussed regarding how to enhance L2 learning motivation, reduce foreign language anxiety and increase contact with the L2 in second language learning, so as to ensure sustainable development in second language learning.

The relationship of academic procrastination on non-English majors' English classroom anxiety: a moderated mediation model.

Academic procrastination is negatively associated with English classroom anxiety among non-English major college students. However, current research has less explored the underlying mechanisms. The present study aims to investigate the relationship between academic procrastination and college students' English classroom anxiety as well as the mediating role of learning engagement and the moderating role of appraisals of intrinsic values. The academic procrastination scale, English classroom anxiety scale, learning engagement scale and appraisals of intrinsic values scale were used to measure 1,079 non-English majors in Jiangsu Province, China. (1) There was a significant positive correlation between academic procrastination and English classroom anxiety of non-English majors. (2) Learning engagement plays a part of mediating role between academic procrastination and English classroom anxiety; (3) When the appraisals of intrinsic values are high, the impact effect of learning engagement on English classroom anxiety is greater. Academic procrastination can affect university students' English classroom anxiety through learning engagement, and this relational pattern is modulated by appraisals of intrinsic values. This finding provides an important theoretical basis and practical insights for understanding and intervening in academic procrastination and classroom anxiety among college students.

Measures to Overcome Learners’ Questions Answering Anxiety in English Class

Classroom questioning anxiety will intensify learners’ fear of learning, and then cause a series of adverse effects. Effective questioning can not only help teachers teach better, but also promote students’ learning. Based on humanistic psychology and affective filtering hypothesis, this paper studies the influence of teachers’ questioning behavior on English classroom anxiety of senior high school students, and puts forward some suggestions to help teachers teaching and students learn.

Predictive Effects of English Classroom Anxiety and Motivation on Chinese Undergraduate EFL Learners’ English Achievement

Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. Purpose: Guided by the self-determination theory, this study aimed to explore the levels of and the relationship between English classroom anxiety and motivation as well as their predictive effects on Chinese undergraduate EFL (English as a foreign language) learners’ English achievement. Method: The participants were 571 Chinese university students who answered an 8-item English Classroom Anxiety Scale, a 35-item English Learning Motivation Scale, and a 5-item Demographic Information Questionnaire. They also reported their scores in tests that they had recently taken and self-rated their overall English proficiency as indicators of their English achievement. Results: The study revealed the following major findings: (a) the participants had a small to moderate level of English classroom anxiety, and a medium level of intrinsic motivation, extrinsic motivation, personal goals and expectancy/control in English learning, (b) English classroom anxiety was significantly negatively correlated with all motivation scales, (c) English classroom anxiety was not only significantly negatively related to but negatively predicted the students’ English achievement, and (d) significantly positive correlations existed between English learning motivation and English achievement. Of different motivation dimensions, intrinsic and extrinsic motivation positively predicted the latter. Conclusion: The findings of this study further demonstrate the importance of anxiety and motivation in L2 learning and the need to explore anxiety-reduction strategies, increase students’ intrinsic and extrinsic motivation, and strengthen their expectancy in L2 teaching and learning, thus contributing to the understanding of foreign language anxiety and L2 motivation and enriching the current literature on the two issues.

English Classroom Anxiety, Learning Style and English Achievement in Chinese University EFL Students

The present study examined the relationship between English classroom anxiety (ECA) and learning style and their predictive effects on students’ English achievement. In total, 691 Chinese university EFL (English as a foreign language) students answered the English Classroom Anxiety Scale, the Perceptual Learning Styles Preferences Questionnaire and a background information questionnaire. Major findings were: (a) the two scales were highly reliable and significantly inversely related to each other, (b) the respondents generally had a medium ECA level and selected auditory, kinesthetic, visual, tactile, group and individual styles as their minor preferences, (c) no significant differences occurred in ECA levels between students of varying genders and disciplines, (d) male students preferred group learning significantly more and individual learning significantly less than their female peers, and engineering students preferred group learning significantly more and individual learning significantly less than their peers of social sciences and humanities, (e) ECA was significantly negatively correlated with and predicted students’ English achievement, and (f) each learning style was significantly positively correlated with students’ English achievement, and visual and group styles significantly positively predicated the latter. These findings confirm the role of foreign language anxiety and learning style in second/foreign language learning.

NON-ENGLISH MAJOR STUDENTS’ FOREIGN LANGUAGE ANXIETY: A STUDY CASE

In learning English students might face some obstacles that made them reluctant to improve their competence. One of the obstacles was the existence of language anxiety that students could experience in learning English. The objective of this research was to find out the descriptions of non-English major students’ foreign language anxiety which consisted of communication apprehension, fear of negative evaluation, test anxiety, and English classroom anxiety. This research used a qualitative research method, in which the writers did a study case at one university in Palembang. The data were analyzed descriptively and presented in tables. In this research, 640 first semester students of Economics and Business Faculty of Muhammadiyah University Palembang in the academic year of 2021/2022 were chosen by using the total population sampling. The data were collected by using Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire. Based on the findings of the research, it showed that students experienced foreign language anxiety, such as communication apprehension, fear of negative evaluation, test anxiety, and English classroom anxiety.

Effects of Learner Variables on Chinese Bilingual Undergraduates’ Intercultural Sensitivity and Effectiveness

This study investigated the effects of learner variables on Chinese bilingual undergraduates’ intercultural sensitivity and effectiveness. A total of 439 students from different universities answered a battery of questionnaires. Major findings were: (a) the participants reported a moderate to high level of intercultural sensitivity and a moderate level of intercultural effectiveness; (b) no significant gender difference occurred in intercultural sensitivity and effectiveness, except for Interaction Engagement and Respect for Cultural Differences; (c) intercultural sensitivity and effectiveness were significantly positively related to and predicted each other; (d) confidence in learning English, self-efficacy in learning English and English classroom anxiety significantly predicted students’ intercultural sensitivity; and (e) English classroom anxiety, English learning motivation, and self-efficacy in learning English significantly predicted students’ intercultural effectiveness. Based on these findings, a path model was constructed which explains the relations among affect, intercultural communication sensitivity, effectiveness and competence.

Study on Countermeasures of Oral English Classroom Anxiety for Secondary Vocational Students

Study on Countermeasures of Oral English Classroom Anxiety for Secondary Vocational Students

A Study of Chinese University EFL Learners' Online English Classroom Anxiety and Listening Anxiety

A Study of Chinese University EFL Learners' Online English Classroom Anxiety and Listening Anxiety

An Empirical Study on the Effect of Goal-Centered Problem-Oriented Teaching Model Based on Mobile Platforms on Speciality English Classroom Anxiety

Speciality English is characterised by substantial specialized words, complex reading content and sentence structure compared with General English. Therefore, students tend to feel bored, lack interest in learning, and even fear, leading to classroom anxiety. In view of the above situation, this study used questionnaires, interviews, SPSS software and other means to explore the impact of Goal-Centered Problem-Oriented teaching model based on mobile platforms on learners' anxiety and learning effects, and put forward suggestions to alleviate students' anxiety. This teaching model organically combines language and subject content, which to a large extent arouses the enthusiasm of students for professional English learning, makes learning more active, and ultimately helps to improve the learning effect.

A Study of Chinese University EFL Learners’ Online English Classroom Anxiety and Listening Anxiety

A Study of Chinese University EFL Learners’ Online English Classroom Anxiety and Listening Anxiety

Investigating English Language Classroom Anxiety And Its Relation To The Achievement Of Iraqi Upper Secondary School Students

Investigating English Language Classroom Anxiety And Its Relation To The Achievement Of Iraqi Upper Secondary School Students

CULTURAL DIVERSITY IN ENGLISH LANGUAGE LEARNING IN THAILAND AND LATVIA

Aim. The article examines the characteristics of learning English in students from different cultural backgrounds – Thailand and Latvia. We aimed to gain empirical evidence of how the cultural background influences student leisure time English language learning habits and their English language learning anxiety. 
 Concept and Methods. In the study two questionnaires were used: leisure time use of reading and writing activities in English (RWA), and English language learning anxiety scale (ELLAS). RWA included five areas of leisure time use of reading and writing activities: using Internet or e-mail, writing regularly, reading regularly, watching TV or movies, and having checker; ELLAS consisted of four subscales - Communication Anxiety, Fear of Negative Evaluation, Test Anxiety, and English Classroom anxiety. The participants in the study were 95 undergraduate sports science program students from Thailand and Latvia – Thai students were 50, and 45 students represented Latvia. The research was carried out in two stages, first one being a pilot study.
 Results and Conclusions. The results showed that Thai and Latvian students showed more similarities in their leisure time use of reading and writing activities in English than differences: they often watched movies and TV, but rarely were reading and writing to improve their English. Latvian students spent more time watching TV, movies, reading regularly, using Internet or e-mail than Thai students (p < .01 and .05). Both Thai and Latvian students experienced moderately elevated communication anxiety, fear of negative evaluation, test anxiety, and English classroom anxiety. However, Thai students had higher anxiety than Latvian students in all aspects of ELLAS (independent samples t-test, statistically significant level of .01).

An Empirical Study of Senior High School Students’ Willingness to Communicate in English in the Chinese Context

Willingness to communicate (WTC), which means to communicate with others using a certain kind of language, has been an important concept in explaining the first and second language communication. In order to have a deep understanding of the situation of senior high school students’ WTC in English, we made an empirical research on it. In the present study, the quantitative method and interview will be used and 304 participants are from two senior high schools in Jilin Province. From the study results, it can be seen that: Generally, senior high school students have a lower level of willingness to communicate. On the other hand, senior high school students are experiencing a high level of English classroom anxiety, which can have a significant negative influence on students’ WTC. Based on the results of this research, some feasible suggestions for schools, English teachers, students and parents are proposed.

The Relationship between English Pronunciation Self-Concept and English Learning

English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu’s (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments

Effect of Foreign Language Classroom Anxiety on Turkish University Students’ Academic Achievement in Foreign Language Learning

This study was carried out in order to identify to what extent the Turkish students’ English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz and Cope (1986) was used. The latest validity-reliability of this scale was conducted by Gursu (2011), in which the three-factor structure of the scale was confirmed. The test-retest correlation of the scale was found as .85. This study was conducted with 271 university engineering students receiving compulsory prep-class education at Firat University during the academic year of 2012-2013. The data of the study were analyzed with the logistic regression analysis. According to the findings, the foreign language anxiety at the beginning of the prep-class education was not effective as the predictor of the academic achievement. On the other hand, it was observed that the students’ anxiety, at the end of the education, accounted for the academic failure with its speaking anxiety in language class dimension, and predicted academic achievement with its interest towards language class dimension. This study revealed that the students’ anxiety evolving and ever-increasing during their English prep-education powerfully predicted their academic performance. Whatever its source may be, anxiety in learning environments is mostly an unwanted situation. Therefore, it has always been underlined in the literature that in order to facilitate learners’ language learning process, the effect of anxiety should be minimized.

A Comparative Analysis of Preparatory Year Students’ FL Anxiety

This study investigated preparatory year students from a Saudi University to identify anxiety they experience during their English language classes. The participants were 76 preparatory year students with high English language proficiency and 64 with low English language proficiency. A translated version of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986) was administered to generate data for this survey. Descriptive analyses and Independent-samples t-test were run to identify the participants’ perceptions related to four categories of Foreign Language (FL) anxiety as well as to see whether any significant differences exist due to their English language proficiency. The results of this study have revealed that Saudi EFL preparatory year students suffer from medium level of FL anxiety. Among four types of FL anxiety, the participants have reported that they suffer the most from communication anxiety followed by negative evaluation anxiety, anxiety of English classroom and test anxiety respectively. The present findings haven not exhibited any significant differences in the perceptions of Saudi preparatory year students regarding FL anxiety in relation to their English language proficiency. It is recommended that EFL teachers try their level best to decrease anxiety level by making their classroom proceedings interesting and stress free. This seems advisable for EFL teachers to enhance the possibilities of their students’ participation in class activities by letting them know in advanced so that they are able to prepare those topics well. Generally speaking, it transpires that though Saudi preparatory year students bear moderate level of FL anxiety that can easily be addressed by exploiting appropriate teaching techniques to help them overcome their anxiety and perform better in their language classes.

The Relationship between English Learning Anxiety and the Students' Achievement on Examinations

Research in educational settings points out that some affective factors influence the students' performance positively or negatively. Anxiety, considered as one of the factors affecting the students' achievement, includes levels of communicative anxiety, fear of negative evaluation, test anxiety, and anxiety of English class or classroom. Hence, the purpose of this study was to investigate the relationship between English language anxiety and the students' achievement in their examinations. To this end, 258 freshmen majoring in different fields of medicine at Gonabad University of Medical Sciences were recruited as the study participants. Two instruments were employed to collect data. The first one was the Persian version of Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) completed during the semester to determine the anxiety level on a five-point Likert scale, and the second was an achievement test administered at the end of the term. The obtained results were analyzed using correlation, t-test, and descriptive statistics through SPSS software V.19. The results showed that high anxiety affected the students' achievement (r=0.348, p<0.001). Moreover, the English classroom anxiety proved to be much more significant than other anxiety levels (r=0.36). Nonetheless, the mean value of fear of negative evaluation was higher than those of other FLCAS components. Finally, some implications and suggestions were set forth for teachers/students to take into account so that they might reduce English learning anxiety in classrooms.

Creating a positive learning environment for students with English classroom anxiety.

Students situated in post-structural feminist pedagogical learning (PFPL) in a freshman English course (37 students) were expected to have lower English classroom anxiety, score higher in English, and have greater satisfaction with the class they attended than those in conventional lecture classes (40 students). Seventy-four students participated in the study (M age=18.5 yr., SD=0.5; 34 men, 43 women). The measures included the English Classroom Anxiety Scale (ECAS), English proficiency tests, the Student Satisfaction Questionnaire (SSQ), and student interviews. After the classes were completed, students in PFPL reported a significant decrease in anxiety toward the English classroom, scored significantly higher on English proficiency, and expressed significantly greater satisfaction with the course. PFPL potentially decreases students' English classroom anxiety and increases their English proficiency.

L3 English acquisition in Denmark and Greenland: gender-related tendencies

This paper presents findings of gender-related tendencies found in a study of factors influential in third language acquisition of English in Denmark and Greenland. A survey consisting of a questionnaire and an English test was carried out amongst pupils in their last year of compulsory schooling in Copenhagen, Denmark, and Nuuk, Greenland. In total, responses from 187 pupils were included, some of which were responses from pupils learning English as a second language; these respondents were included for comparisons (Copenhagen: L2 learners N =59, L3 learners N=32; Nuuk: L3 learners N=96; age: 14–16 years). The results showed significant gender-related differences with different patterns between the three learner groups (L2 and L3 learners in Copenhagen, L3 learners in Nuuk) with regard to the level of English proficiency, the degree to which pupils like English as a school subject and the pupils' degree of English classroom anxiety. The results differentiate the view that L3 learners as a group do less well in English than L2 learner peers, warranting further research into gender-related tendencies and extra focus on the English acquisition of L3 learner boys in particular in the Danish context.