Foreign Language Classroom Anxiety Research Articles

Personality traits and foreign language anxiety: The mediating role of self-efficacy

We examined the mediating effect of self-efficacy on the relationship between personality traits and foreign language anxiety among university students of English as a foreign language. Using a cross-sectional study design, 524 Chinese undergraduate students completed the Foreign Language Classroom Anxiety Scale (FLCAS), the Big Five Inventory (BFI), and the General Self-Efficacy Scale (GSE). The PROCESS mediation analysis findings indicated that personality traits predicted foreign language learning anxiety. Self-efficacy significantly mediated the relationship between personality traits and foreign language anxiety, associated with lower foreign language anxiety. Openness and extroversion were associated with higher self-efficacy and lower foreign language anxiety. Neuroticism was associated with lower self-efficacy and higher foreign language anxiety. Educational programs, therapeutic interventions, and policy measures should be designed to enhance self-efficacy as an asset in foreign language learning experiences.

Music listening in foreign language learning: perceptions, attitudes, and its impact on language anxiety

The present study explored university students' perceptions and attitudes toward music listening in foreign language learning, examining its perceived supportive role in their learning process. In this study, “music listening in foreign language learning” refers to the practice of incorporating music as a background accompaniment during language study. With 200 participants from various majors, findings indicated that a majority (94.5%) frequently listened to music in general, with a preference for slow ballad, fast dance, and classical music genres for language study. Of these, 142 stated that listening to music played a beneficial role in their foreign language learning, perceiving it not just as a stress-reliever but also a valuable tool enhancing language skills. A significant correlation emerged between music listening and decreased communication apprehension from the Foreign Language Classroom Anxiety Scales (FLCAS). Hierarchical regression highlighted the individual variables like gender, age, and English proficiency as influential factors in foreign language anxiety, while frequent music listening displayed a protective, inverse relationship with such anxiety. The findings suggest foreign language proficiency demands both knowledge and emotional stability, with managing anxiety through informal practices like music listening playing a critical role. This highlights the potential for further pedagogical insights and more detailed subsequent research.

‘How anxious I am’: the effect of different online modalities on Chinese language beginners’ classroom anxiety

ABSTRACT Foreign language classroom anxiety (FLCA) is ‘a distinct complex set of self-perceptions, beliefs, feelings and behaviours related to classroom language learning arising from the uniqueness of the language learning process’ (Horwitz, Horwitz and Cope 1986: 128) [Foreign language classroom anxiety. The Modern Language Journal 70, no. 2: 125–32] which potentially has a negative impact on achievement and engagement in language learning. The purpose of the investigation reported here was to examine how two online modalities – Zoom video conferencing and the virtual world, Second Life – affected FLCA among Chinese language beginners performing tasks using the different modes. Through statistical and thematical analyses of survey data along with open-ended questions from 55 participants, it was found that the relationship between FLCA levels experienced by learners on these modalities was influenced by various factors such as gender differences, task-related language skills, and self-perceived language proficiency. The study also suggests that FLCA is dependent on the learners’ immediate learning experience, particularly in relation to their level of engagement and task awareness. Despite the small sample size, the study sheds light on the advantages and limitations of each modality in terms of its effect on students’ FLCA and performance in task-based language teaching.

Students’ beliefs, basic psychological needs, classroom participation, foreign language anxiety, and academic adjustment: A correlation study in Tashkent, Uzbekistan

This study aimed to explore the relationships between study variables that directly and indirectly affect students' beliefs and academic adaptation. A measurement tool model was used to assess participants' ‘academic adjustment’ (academic motivation, academic lifestyle, academic achievement), basic psychological needs factors (autonomy, competence, relatedness), beliefs about assessment factors (benefit for learning, fairness), classroom participation, and students' FLP anxiety. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to validate the questionnaires. The study sample consisted of 319 university students aged 17–35 years. The findings revealed significant associations among students' classroom participation, autonomy, foreign language anxiety, and relatedness. A significant indirect association with classroom participation through autonomy was also observed. Additionally, classroom participation showed significant correlations with foreign language anxiety, academic motivation, academic achievement, and perceived fairness. Academic achievement was significantly associated with academic lifestyle. Furthermore, classroom involvement was strongly associated with relatedness via foreign language classroom anxiety, and academic motivation was linked to academic lifestyle via academic performance. Academic achievement was linked to fairness via an academic lifestyle. According to the findings, the full mediation model considers all variables directly and indirectly, providing a validated model to guide higher education leaders and staff in developing programs that foster positive associations among the variables. Based on the main findings, limitations and recommendations were provided.

FEAR, APPREHENSION, AND EVALUATION: EXPLORING THE SOURCES OF ENGLISH LANGUAGE ANXIETY IN THAI GRADUATE STUDENTS

This study qualitatively explores the causes of Foreign Language Classroom Anxiety (FLCA) among Thai graduate students. Data were gathered through semi-structured interviews and focus group discussions with participants from various higher education institutions. Thematic analysis identified three central themes: Linguistic Competence Issues, Social and Relational Factors, and Emotional and Psychological Influences. Linguistic Competence Issues include challenges such as insufficient grammatical knowledge, limited vocabulary, poor pronunciation, and lack of practice, which undermine students' confidence and communication skills. Social and Relational Factors involve external pressures like teacher expectations, peer perceptions, and the fear of social judgment. Emotional and Psychological Influences encompass internal aspects such as fear of making mistakes, lack of self-confidence, and personality traits that exacerbate anxiety. The findings also reveal that students from private universities generally experience higher levels of FLCA compared to those from Rajabhat universities. This disparity is attributed to differences in institutional support systems, the diversity of student populations resulting from more relaxed admission criteria, and the presence of a more competitive academic environment. These findings highlight the complex nature of English language anxiety and underscore the importance of targeted interventions. By addressing these specific concerns, educators can enhance the educational experience for English as a Foreign Language (EFL).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning

AbstractThe current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and various performance and achievement measures, as well as negative relationships between foreign language classroom anxiety (FLCA), foreign language classroom boredom (FLCB), and FL performance and achievement measures. A common finding is that negative emotions explain more variance in Foreign Language (FL) performance and achievement measures at a single point in time than positive emotions. Correlation analyses revealed that the amount of gain was positively linked to FLE and negatively linked FLCA and FLCB. A first multiple regression analysis showed that, surprisingly, FLE was the only (positive) predictor of gain in oral proficiency. A second multiple regression analysis revealed that the FLE teacher dimension was the only predictor of gain in oral proficiency. This suggests that positive emotions, and especially the ability of teachers to meet the psychological needs of their students, have a stronger long‐term effect while negative emotions are more likely to disrupt performance in the moment. Pedagogical implications are presented.

Trait emotional intelligence and foreign language performance: associations with academic self-efficacy and foreign language anxiety

Recent years have witnessed extensive research examining the influences of positive psychological factors in foreign language learning. Building on these endeavors, the current study was specifically designed to examine how positive psychological factors including trait emotional intelligence (TEI), academic self-efficacy, and foreign language anxiety (FLA) exert influences on foreign language performance in college students who are learning a foreign language. To this end, 203 Chinese college students (141 women), recruited through snowball sampling, completed three validated questionnaires to measure their TEI (Trait Emotional Intelligence Questionnaire - Short Form), academic self-efficacy (the Chinese version of the Academic Self-Efficacy Questionnaire), and FLA levels (the Chinese version of Foreign Language Classroom Anxiety Scale). Additionally, an in-house self-rating questionnaire assessed their self-perceived foreign language performance. Mediation analysis was used to determine whether and how academic self-efficacy and FLA levels contribute separately and interactively to the relationship between TEI and foreign language performance. The results showed that: (a) there were moderate to strong associations between TEI, academic self-efficacy, FLA levels, and self-perceived foreign language performance; and (b) academic self-efficacy and FLA levels played separate and sequential mediating roles between TEI and self-perceived foreign language performance. Together, these findings highlight how TEI, academic self-efficacy, and FLA levels contribute to foreign language performance in college students. They also suggest the potential application of these positive psychological factors in mitigating anxiety elicited by learning a foreign language and improving language performance.

How teacher characteristics shape Chinese undergraduate EFL learners’ enjoyment and anxiety

ABSTRACT Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. This mixed-method study explored the effects of teacher characteristics on learners’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in the Chinese educational context. A total of 347 EFL (English as a foreign language) learners from a provincial key university filled out an online questionnaire. Results showed that participants with male teachers reported more FLE than those with female teachers. Multiple regression analyses revealed that teacher characteristics predicted much more variance in FLE than in FLCA. Teachers’ happiness was the strongest predictor of learners’ enjoyment, while teachers’ strictness was the most significant predictor of anxiety. Qualitative data on students’ enjoyable and anxiety-provoking experiences regarding teachers also indicated that participants experienced more FLE with humorous, patient, supportive, happy, encouraging, and friendly teachers, yet teachers who were strict, frequently practiced random calls, and only spoke English in class would evoke participants’ FLCA. Based on these findings, pedagogical implications for foreign language teaching at the collegiate level are provided.

STUDYING ENGLISH SPEAKING ANXIETY AMONG MALE AND FEMALE STUDENTS OF BAMYAN UNIVERSITY

Anxiety is the condition in which an individual feels unpleasant and it imbeds tension, apprehension, and worries. Speaking anxiety is a type of anxiety that affects the process of speaking or oral performance. Regarding speaking, numerous studies have been conducted to find some anxiety-provoking factors. Afghanistan is a country where English is taught as a foreign language. Similar to other ESL/EFL contexts, Afghanistan EFL learners face various challenges such as being worried, losing self-confidence, communication apprehension, fear of being evaluated by others, etc when they speak in English. The purposes of this study are to find out the speaking anxiety-provoking factors and the differences between male and female speaking anxiety levels. Horwitz, Horwitz and Cope (1986) FLCAS (Foreign Language Classroom Anxiety Scale) and interview questions are used for data collection. The respondents of the study are 15 male and 15 female students who are randomly selected at Bamyan University, Afghanistan. Besides, 4 male and 4 female students were interviewed. As a result, the study found some speaking anxiety factors such as fear of negative evaluation, lack of linguistics capacity, communication apprehension, lack of preparation and some other factors. This study also highlighted that female students have more speaking anxiety than male students at Bamyan University in Afghanistan.

Большая пятерка личностных черт как модератор взаимосвязи между языковой тревожностью и креативной личностью

<p>Foreign language anxiety has received significant attention since many learners experience psychological barriers when learning a language. At the same time, numerous teaching methods aim to create a more efficient approach to language learning. Current research seeks to determine the influence of creative personality and the Big Five Personality Traits (BFPT) on Foreign Language Classroom Anxiety (FLCA). The respondents (N=452) aged between 16 and 45 (M=23,41, SD=7,22) received the Creative Personality Scale by Renzulli, the Ten Item Personality Inventory by Gosling, Rentfrow and Swann, and the Foreign Language Classroom Anxiety Scale by Horwitz evaluating test anxiety, communication apprehension, and fear of negative evaluation. We hypothesize that creative personality predicts FLCA components and the BFPT moderates the relationship between creative personality and FLCA. We found that creative personality significantly predicted FLCA We also found that agreeableness has a moderating effect on the relationship between creative personality and communication apprehension and creative personality and test anxiety, respectively. Based on the findings, we suggested that teachers should pay more attention to the learners’ individual differences. First, it is essential to implement creativity-nurturing methods of teaching more consciously. Second, online or offline teaching methods could decrease communication apprehension depending on the learners’ agreeableness.</p>

Classroom willingness to communicate among EFL secondary school students in Poland and Spain

The objectives of this study were to analyze the classroom Willingness to Communicate (WTC) of EFL learners in secondary schools in Poland and Spain, and to identify the factors that predict this type of WTC in both settings. The study found limited practical significance in the differences between the two groups’ WTC, with more similarities than differences emerging in the circumstances that encouraged or inhibited communication. The study examined several potential predictors of WTC, including gender, age, socioeconomic status (SES), relative standing among peers in oral production and interaction, Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and intercultural sensitivity. Of these factors, five (relative standing among peers in oral production and interaction, FLE, FLCA, extroversion and intercultural sensitivity) were found to predict classroom WTC in both settings. The study concludes by discussing some practical implications of these findings for EFL teaching at the secondary level.

A Study of English Language Learning Anxiety and Teaching Strategies: The Context of Saudi Arabia

This study aims to explore learning anxiety related to the English language and review specific coping strategies to develop and propose certain teaching strategies for the students in the preparatory year at the English Language Institute (ELI) studying at the University of Jeddah, Saudi Arabia. This study also looks into the most dominating causes of Anxiety encountered by students and perceived by experienced English instructors in Saudi Arabia. The research questions are: What are the factors affecting the level of Anxiety among the target learners, and how can teachers cope with them to a great extent? An interview schedule was utilized for teachers to address the research questions. In addition, Self-rating questionnaires adapted and modified from the Foreign Language Classroom Anxiety Scale (FLCAS), which Horwitz and Cope (1986) developed, were used as the instruments of the study. Based on the mixed method of analysis, it is revealed that a lot of students faced considerable levels of English language learning anxiety, corresponding to the fear of negative feedback/response and evaluation by many stakeholders. Appropriate coping strategies can accordingly be suggested to make teaching fruitful.

Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students

This study aimed to investigate how game-playing affected low- and high-anxiety students’ English vocabulary and content learning in a digital game-based learning (DGBL) environment. The participants were 132 fifth-grade English as a Foreign Language (EFL) students, divided into an experimental group using DGBL instruction (n = 68) and a control group using traditional instruction (n = 64). They were defined as low- and high-anxiety students based on the Foreign Language Classroom Anxiety Scale (FLCAS), with 38 low- and 30 high-anxiety students in the experimental group and 34 low- and 30 high-anxiety students in the control group. Data was collected from FLCAS, game-playing logs, pre- and post-tests, and an open-ended questionnaire. The results found that both low- and high-anxiety students benefited from a DGBL environment designed with game mechanics (game challenges, points, and comments) to improve their English vocabulary and content learning performance, with high-anxiety students making greater progress. In the DGBL environment, the game challenges for entertainment purposes motivated the high-anxiety students to engage in learning. The high-anxiety students’ confidence in learning was then enhanced through the points and positively encouraging comments, leading to active and repeated engagement in game-playing. This self-motivated learning facilitated the high-anxiety students’ English vocabulary and content learning performance. This study suggests that the gap between low- and high-anxiety students’ English vocabulary and content learning performance could be narrowed in a DGBL environment with game mechanics.

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

Exploring the Phenomenon of Foreign Language Speaking Anxiety Among English Language Learners in Saudi Arabia

The study aimed to understand the anxiety experienced by Saudi English as a Foreign Language (EFL) learners. It aimed to determine if their preference for foreign language classes affects their anxiety levels and which specific anxiety features are most prevalent when speaking English? The study employed a quantitative research technique to evaluate the anxiety levels of EFL learners. The anxiety was measured using the Foreign Language Classroom Anxiety Scale (FLCAS), a widely used tool for assessing speaking anxiety that was established by Horwitz, Horwitz, and Cope in 1986. The scale consists of 33 items rated on a five-point Likert scale. However, nine out of the thirty-three items have been reverse-coded and then translated into Arabic. The data indicated that 73.43% of the participants had different degrees of anxiety while talking in English. Among them, 14.06% experienced a high level of anxiety, 39.06% had moderate anxiety, and 20.31% had low anxiety. The results revealed that preference or sensation towards the EFL had no impact. Studies reveal that anxiety is a prominent concern in EFL programs, with a significant number of students experiencing challenges related to speaking anxiety.

Teacher Educators’ Foreign Language Anxiety in Face-To-Face and Online Modes

The internationalisation of universities and the ensuing policies mandating English as a medium of instruction made European universities impose corresponding requirements demanding a certain level of English language proficiency from their academic staff. Similarly, university-based teacher educators became subject to specific foreign language demands. This research focuses on university-based teacher educators who have been actively taking part in enhancing their academic English. The COVID-19 pandemic made for a prompt shift from face-to-face to online learning, providing for a comparison between the two learning environments. Since affective factors, including learning anxiety, may impact the success of language acquisition, the study addresses foreign language anxiety experienced by teacher educators when acquiring English for Academic Purposes in different learning modes. The research was conducted as a survey with the data obtained through administering the adapted Foreign Language Classroom Anxiety Scale to 80 respondents from the 7 universities working in teacher education, furthered by 4 online semi-structured interviews. The findings reveal overall low levels of anxiety, with a small increase in communication apprehension. Although there is no conclusive evidence about the decrease in anxiety in remote studies, the interview results are clearly demonstrative of the possibility of combining face-to-face and online learning modes.

ENGLISH SPEAKING ANXIETY OF CHINESE MIDDLE SCHOOL STUDENTS: A PERSPECTIVE BASED ON STUDENTS’ PERSONALITY DIFFERENCES

This study aims to investigate the difference in English-speaking anxiety levels with different personality types among middle school students, employing a one-way analysis of variance (ANOVA). The participants comprised third-grade middle school students in Jinjiang District, Chengdu, China, with a sample size of 370 students. Two instrumental tests, namely the personality type test and the English-speaking anxiety level test, were conducted for data analysis. The E-scale of the Eysenck Personality Questionnaire (EPQ) was used to determine students' personality types, while the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire assessed their anxiety levels. The results revealed a significant difference in the level of English-speaking anxiety between introverted and extroverted students, F(4,365) = 5.363, p < .05. The English-speaking anxiety of introverted students is lower than that of extroverted students. Based on the characteristics of students' personalities, it is recommended that educators adopt instructional approaches such as promoting cooperative learning, providing moderate error correction, offering moderate attention to students, and enhancing guidance on learning strategies to mitigatespeaking anxiety in students. However, it is crucial to note that the study's scope is confined to middle schools in Jinjiang District, limiting its applicability to students in other regions of China.

Strategies for Reducing Anxiety in EFL Classroom: An Academic Review

Anxiety is a significant issue in English as a Foreign Language (EFL) classrooms, impacting learners' performance and overall language acquisition. This theoretical review examines recent research findings and effective techniques for reducing anxiety in EFL settings. Drawing on qualitative methodologies and empirical studies from the past five years, the review highlights various factors contributing to anxiety, including low self-esteem, fear of mistakes, and pressure from peers and teachers. The Foreign Language Classroom Anxiety Scale (FLCAS) emerges as a valuable tool for measuring anxiety, focusing on exam anxiety, communication anxiety, and fear of poor grades. The review identifies several strategies to alleviate anxiety, such as creating a supportive environment, delaying error correction, providing ample speaking practice opportunities, and incorporating relaxation techniques. Additionally, interventions like game-based learning, music instruction, and cooperative learning activities demonstrate promise in reducing anxiety and enhancing motivation among EFL learners. The review underscores the pivotal role of teachers in mitigating anxiety by offering effective feedback, facilitating speaking practice, and fostering a welcoming classroom environment conducive to language acquisition. Ultimately, the review emphasizes the importance of understanding and addressing anxiety to promote successful language learning outcomes in EFL classrooms.

English Language Speaking Anxiety: A Quantitative Study

The present study attempts to investigate the extent of English language speaking anxiety among the English as foreign/second language learners, studying at a public sector university in Sindh, Pakistan. The study is quantitative in nature and the data is gathered using random sampling survey method. Participants of the present study are studying in part II. A theoretical framework based on Horwitz et al (1986), a well-known theory followed by Foreign Language Classroom Anxiety Scale (FLCAS) is adapted. For the purpose of data analysis, SPSS (V.24) is used to determine the general descriptive statistics of the study. This study reveals the level of anxiety among students. It also concludes that learners even at a university level face language anxiety specifically in the EFL context. This study also assist the teachers and course designers for necessary steps be taken to overcome the English language speaking anxiety among EFL learners in EFL classroom.

Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class

Abstract Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety in the English class. Surveys with scales and open-ended questions were applied to collect data. Quantitative analysis revealed that learner variables, such as participants’ gender and their year of university, affected their FLCA but not FLE, while participants’ perception of their English levels was significantly linked to both FLE and FLCA. Furthermore, the uniqueness of Chinese FL learners’ FLE and FLCA was uncovered from participants’ narratives of their emotional experiences in College English class. The results of open-ended questions clarified that interesting teaching content, students’ good performance and progress, and well-designed classroom activities were effective boosters for foreign language (FL) learners’ enjoyment. Moreover, public speaking, the teacher’s random call, and peer pressure were closely related to spikes in students’ in-class anxiety. This study concluded with implications for EFL teaching, along with directions for further research.