Foreign Language Classroom Anxiety Research Articles

Validating the Chinese version of short‐form foreign language classroom anxiety scale

AbstractThis three‐phase study utilized item response theory (IRT) and both exploratory and confirmatory factor analysis (EFA and CFA) approaches to validate the short‐form foreign language classroom anxiety scale (S‐FLCAS) for measuring Chinese college students' foreign language classroom anxiety (FLCA). The sample consisted of 855 Chinese college students. Phase 1 was conducted within the EFA and CFA frameworks to investigate the construct validity of the S‐FLCAS. Phase 2 was conducted within IRT frameworks to assess the reliability of this scale. Lastly, Phase 3 adopted multi‐group confirmatory factor analysis (MGCFA) to explore the measurement invariance across gender and second language (L2) learner groups. The findings revealed that the Chinese version of S‐FLCAS is a reliable and valid instrument, exhibiting unidimensional characteristics. Configural, metric, and scalar invariance were identified across gender groups, while configural, partial metric, and partial scalar invariance were observed across L2 groups. This study further discussed the reasons for some suboptimal performance of the S‐FLCAS and practical implications for researchers and university educators.

Insights into Second-grade Students’ English Vocabulary Learning Anxiety Differences

With the development of humanistic psychology as well as modern English education, the emotional factors in the fundamental stage of English learning have been emphasized by scholars at home and abroad Since the early 20th century, which contributes a large number of exceptional research about the correlation between strategies of male and female English learning and academic performance. What stand out is English words that exert an essential impact on English study process and strongly associated with the comprehensive outcomes. However, studies focus on two sexes’ English learning anxiety differences and senior high school English vocabulary learning are still relatively rare, especially for the combination of which two aspects. Thus, this work is devoted to make further understanding of the English vocabulary learning anxiety differences between two genders and possible factors involved. 64 second-grade students were selected and surveyed through a questionnaire adapted from Foreign Language Classroom Anxiety Scale by Horwitz and Likert to analyze relative anxiety feelings and attitudes towards domestic senior high school English vocabulary learning courses. The experimental results showed that: The English vocabulary learning anxiety of both male and female belongs to upper middle state while that of female students is slightly higher than the rest. External forces, students’ self-recognition and consciousness towards English learning are the main resources of anxiety.

Emotions in Language Learning: Understanding Foreign Language Enjoyment and Anxiety in Higher Education

The significant role of emotions in learning was reemphasized during school and university closures caused by the COVID-19 pandemic. However, upon returning to campus, cognitive learning outcomes have reclaimed a dominating position in the university curriculum, while affective learning appears to have been disregarded. The present study contributes to the discussion on the significance of social-emotional learning in higher education. Therefore, the primary objective of this inquiry is to trace the perceived levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in order to understand factors which contribute to their emergence. The research sample comprises 108 Polish university students majoring in English and enrolled in a bachelor’s programme. The findings demonstrate that language enjoyment is more prevalent among participants than language anxiety. The causes of language enjoyment are associated with teacher-student and peer-peer interactions as well as the classroom atmosphere, while language anxiety is reported to be linked to the fear of negative evaluation of students’ academic performance, test anxiety, and communication apprehension. These results suggest that English Department students are not exempt from experiencing language classroom anxiety, and engaging in practical English classes may be a source of a range of positive and negative emotions.

The Interrelationships of L2 Willingness to Communicate, Emotional Intelligence, Foreign Language Classroom Anxiety and Teacher Immediacy

The Interrelationships of L2 Willingness to Communicate, Emotional Intelligence, Foreign Language Classroom Anxiety and Teacher Immediacy

Exploring English Language Anxiety Among Undergraduate Female ESL Learners in Mewat Region of Haryana, India

The study aims to investigate English language anxiety among Mewat female ESL learners and the causes and sources of anxiety. It also seeks to investigate if the differences in their demographic profiles shape their anxiety levels differently. As the study deals with how certain independent variables (e.g. level/year of study, parents’ educational level, and their employment profile) shape the dependent variable (English language anxiety), a descriptive quantitative approach was adopted, and the Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986) was utilized to collect the data from respondents. 214 study participants were selected through a simple random sampling method from the population of undergraduate ESL learners studying at different levels of the graduate program at Government Women’s College, Nuh, Mewat, Haryana, India. The findings revealed that the study respondents experience moderate levels of anxiety. However, their anxiety levels differ concerning different aspects/sources of anxiety. Communicative anxiety is the highest followed by classroom anxiety, test anxiety, and fear of negative evaluation respectively. One-way ANOVA analysis revealed statistically significant differences in the means of the responses of study participants based on level/year of study and parents' educational level. However, no difference of any statistical significance was found in the means of the response of the respondents based on their parents' professional profiles. The study findings would be useful in addressing anxiety, understanding its causes and consequences, and uncovering ways to help students overcome anxiety and learn English properly.

Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?

The current study focuses on the effect of the target language on learner emotions and attitudes/motivation. More specifically, it investigates whether the status and prestige of English results in more positive learner emotions and attitudes/motivation compared to less prestigious languages other than English (LOTE). Statistical analyses of a database of 360 students in an English-speaking university in Kuwait enrolled in English, German, Spanish and French as foreign language classes revealed that the LOTE learners (who also knew English) reported significantly more foreign language enjoyment (FLE), equal levels of foreign language classroom anxiety (FLCA) and – surprisingly – lower levels of attitudes/motivation than their peers studying English. Due to confounding variables, it is impossible to establish the cause of the difference with certainty, but this outcome does show that a stronger motivation to study English does not necessarily translate into more enjoyment in class. In other words, while FLE and attitudes/motivation typically correlate, they are independent concepts.

Effects Of Online Peer Learning On Speaking Performance And Language Learning Anxiety

This study investigated the effects of an online peer learning program on undergraduate student English speaking proficiency, language anxiety, and perceptions of online peer learning. The study adopted a case study design and recruited 32 undergraduate students from the Department of Applied Foreign Languages at a university in central Taiwan. The online peer learning program improved students’ English communication skills and reduced students’ learning anxiety by facilitating interactions with online foreign peers. Quantitative data from oral proficiency tests and the Foreign Language Classroom Anxiety Scale were collected before and after the online peer learning program. Qualitative data were analyzed and coded to determine students’ perceptions of the online peer learning program. A significant improvement in the students’ oral proficiency was observed in the pretest and posttest scores. However, no significant reduction in overall speaking anxiety levels was noted, although the students reported a noticeable decrease in anxiety levels following the intervention, particularly when they talked about general or familiar topics. The results of this study demonstrate that the online peer learning program effectively enhanced the speaking proficiency of students of English as a foreign language and moderately alleviated their learning anxiety. On the basis of these findings, this study provides suggestions for foreign language teachers.

Foreign Language Classroom Anxiety in Emergency Remote Instruction

Although language anxiety is the most widely studied emotion in second language acquisition, the extent to which emergency remote teaching (ERT) provokes anxiety is still insufficiently understood. The present research fills this gap by analyzing variables affecting anxiety in the new mode of instruction, while also exploring apprehension-relieving pedagogical approaches. This qualitative study was conducted among 218 university students and data were obtained by an online questionnaire and a focus group interview. Additionally, an online questionnaire was used to find out how teachers adapted their approaches to ensure student wellbeing in ERT. The findings reveal several factors affecting anxiety levels as well as pedagogical approaches that students find effective for anxiety reduction. On the whole, the study extends language anxiety research by looking closely at the variables affecting FLCA increase and decrease in a new, insufficiently explored mode of instruction.

The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts

The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners’ willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners’ in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners’ in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.

Understanding English Language Anxiety among Undergraduate Saudi EFL Learners: The Case of Business College, PSAU

This study aims to investigate English language anxiety among Saudi EFL learners, understand their experience with the causes and sources of their anxiety, and examine if they witness differences in their anxiety based on the differences in their demographic profile. As the study seeks to understand how certain independent variables (gender, employment profile of learners’ parents, and their educational level) shape and affect the dependent variable (English language anxiety), the quantitative approach (descriptive quantitative design) was selected, and Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986) was utilized to collect the data from the participants. A simple random sampling method was employed to select 205 respondents from the total population of students studying at different levels of the undergraduate program at the College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia.  The results of the study found that the participants experienced moderate levels of anxiety and that there were several sources of anxiety among Saudi EFL learners. Test and communicative anxieties were found to be the major sources of English language anxiety followed by classroom and negative evaluation anxieties respectively. One-way ANOVA analysis revealed no difference of any significance for English language anxiety among Saudi English students due to variance in their demographic profile. The study findings hold implications as they would be of immense use in addressing the issue of anxiety, understanding the possible sources, and finding ways to overcome issues of anxiety and help students move away from anxiety towards acquiring effective and excellent English language skills and proficiency.      
  
 Received: 20 September 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

Speaking Anxiety in Oral Presentation of EFL Students

This study was aimed at investigating speaking anxiety level of the fourthsemester students in English Education Study Program of Universitas Tanjungpura. In this research, the researcher used quantitative descriptive method. This study aims to find out the students’ anxiety level during presentation in the classroom. The data was collected by using questionnaire with 20 aspects of anxiety questions adopted from FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz et al. (1986) combined with 5-point of Likert-scale instrument ranged from “strongly disagree” to “strongly agree” for measuring students language anxiety. In this study, the researcher found that the overall students’ anxiety level in the fourth-semester students of English Education Study Program of Universitas Tanjungpura was 70.05 Based on the FLCAS theory of measuring the anxiety, it can be concluded the fourth-semester students’ anxiety level in oral presentation is categorized in the moderately low anxiety level.Keywords: Speaking Anxiety, Oral Presentation, EFL Students

Synergy of Positive Emotional Stimuli and Education Technologies in JobLab English Speaking Development for Graduates

This study delves into the effectiveness of integrating the PERMA model, emphasising the synergy of positive emotional stimuli and education technologies satisfying digital natives daily within JobLab's framework for FLA (Foreign Language Acquisition) development among graduate students. The research methodology combined qualitative and quantitative data. With a focus on nurturing holistic well-being and language proficiency, this research involves forty-six students divided into an experimental group (N=23) with an innovative approach and a control group (N=23) following traditional teaching methods. Pre/post-observations and student self-assessment questionnaires FLCAS (Foreign Language Classroom Anxiety Scale) were utilised to assess the impact of the intervention. Statistical analysis using established software revealed notable improvements in English-speaking proficiency among the experimental group, emphasising the significance of the PERMA model's integration in JobLab. Results indicated improved professional English language learning performance for the experimental group with the positive emotional stimuli and technology integration approach, highlighting the potential for cultivating proficient communicators among graduates.

Review of the Effects of Foreign Language Classroom Anxiety on Learners' Development of a Second Language Acquisition

Adult and teenage second language learners are very interested in foreign language classroom anxiety (FLCA). In language classes all across the world, foreign language anxiety (FLA) is a significant issue. It is especially directly tied to expressive abilities in a second language. There are many subjective and objective factors that affect foreign language performance. Anxiety in FLA is one of the emotional elements, and it is the key factor among the factors impacting students' second language learning. Based on previous research and scholarly papers, this study conducts a literature review to organise the pertinent material on anxiety in the foreign language classroom (FLC), including its definition, causes, and effects on students' learning and performance. Anxiety in the classroom when learning a foreign language typically results from oral activities and has a detrimental impact on language abilities including listening, reading, and writing. Moderate anxiety has been shown to occasionally boost positive learning motivation, but excessive worry is still harmful to learning. Therefore, teachers need to adopt appropriate strategies in dealing with FLCA. The key to lowering anxiety in the FLA is creating a friendly and encouraging classroom atmosphere and developing positive teacher-student connections. Overall, this paper endeavors to provide educators with insights into anxiety in the FLC and how to cope with this affective factor in their educational practices to promote better student learning and acquisition of foreign language skills. This topic has important social and educational implications on a global scale and deserves further research and study.

Unveiling the Presence of Speech Anxiety: A Case of English as an Additional Language

This study explores speech anxiety in students learning English as an additional language (EAL) in a university setting. Addressing classroom speech anxiety among university students is paramount for fostering supportive learning environments and ensuring academic success (Horwitz, 2001). Reducing classroom speech anxiety boosts students' confidence and persuasive communication skills, which are crucial for professional success (McCroskey, 1982). This research examined the many elements that influence classroom speaking anxiety in students at the University of Education Lahore. The theoretical foundation of this research was the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986). The questionnaire consisted of 25 items and was delivered to the Bachelor of Science (BS) English department students. One hundred and three students responded to the questionnaire. Data was analyzed quantitatively using the Statistical Package for the Social Sciences (SPSS) version 16, which was launched in 2007. Results show that there is significant speech anxiety in students based on their demographic background. The analysis of an open-ended question included in the questionnaire reveals that psychologically, students think they have less competence than their fellow students, followed by other psychological factors like fear of judgment and peer comparison. It is recommended that EAL instructors should implement strategies aimed at lowering students' anxiety levels so they can perform to the best of their abilities.

Validating Foreign Language Classroom Anxiety Scale for High School Students

With the implementation of the Bilingual 2030 policy by the National Development Council in 2018, understanding the anxiety levels of junior and senior high school students in Taiwan regarding the English language has become crucial, especially in the context of online learning. This study reviewed the Foreign Language Classroom Anxiety Scale, modifying its factor structure and reducing the number of items to 19. The revised scale encompasses four factors: anxiety, self-efficacy, social comparison, and unwillingness to attend English classes. Data collected from 625 junior and senior high school students, within the framework of online learning, indicate the proposed scale's effectiveness and reliability in investigating English language anxiety among students. Additionally, the study offers insights into the impact of gender, grades, and the four identified factors.

Does multilingualism affect foreign language classroom anxiety and foreign language enjoyment?

Multilingual foreign language learners have been found to typically experience less Foreign Language Classroom Anxiety (FLCA) and more Foreign Language Enjoyment (FLE) than their less multilingual peers.  Since most existing research was based on single databases, authors had to be careful to avoid sweeping generalisations about the positive effect of multilingualism. In order to increase validity, the current paper will investigate the link between the degree of multilingualism and two learner emotions using three different existing databases that contained relevant data but where multilingualism was not part of the research questions in the subsequent papers. Participants who contributed to the first database were 360 FL learners in a Kuwaiti university, the second database included data from 502 English Foreign Language (EFL) learners in secondary schools and universities in Morocco, and the third database included data from 181 pre-teen EFL learners in secondary schools in France.  Separate statistical analyses of the three databases confirmed that multilingualism was linked to significantly higher FLE in all three databases and to lower FLCA in two out of the three databases.  This suggests that knowing more languages contributes to more positive and fewer negative emotions in the FL class.

Triggers for Foreign Language Speaking Anxiety: Perceptions of Saudi EFL College Students

The primary aim of the present study is to investigate foreign language speaking anxiety (FLSA) levels and the factors triggering language speaking anxiety among Saudi EFL college learners. The study adopted a mixed-method approach to meet the research objectives. A Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was employed. The sample of the study consisted of 39 male Saudi students at Al-Quaiyah College of Technology. Subsequently, eight of the most anxious students were identified based on the questionnaire results. The results revealed that the participants experienced a moderate level of FLSA in their English class. The participants reported several major causes of their speaking anxiety in the language class, such as a lack of preparation and vocabulary knowledge, forced participation, and other teacher-related factors. The study recommends that teachers should inform their students about what will be discussed in advance to help them become more prepared and less anxious. Moreover, teachers should encourage and motivate students to participate in oral activities instead of forcing them.

Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance

Abstract Despite the prevalence of emotion-centered studies in foreign language classrooms, there are scant studies focusing on one specific task, the oral presentation task. This research utilized questionnaires to measure 25 Chinese Business-English major sophomores’ Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) in a group oral presentation task. It aimed to unveil the relationships between FLCA/FLE and oral presentation performance, and to dig out factors affecting FLCA and FLE in oral presentations through self-reflective journals. It was reported that most participants generally enjoyed delivering oral presentations rather than felt anxious. Participants exhibited better performance in the content of their presentations as opposed to the delivery manner. Unlike the limited influence of FLE on oral presentations, FLCA showed significant negative correlations with overall presentation performance, particularly in participants’ vocal delivery, enthusiasm, and eye contact. Qualitative data revealed that participants’ FLCA and FLE in oral presentations were predominantly influenced by personal and peer-related factors. Based on the major findings, pedagogical suggestions were put forward to enhance learners’ oral presentation skills and promote academic oracy in higher education.

Modeling the Contribution of Anxiety, Enjoyment, and Classroom Environment to Boredom among Students of English as a Foreign Language Students

Over the past few years, there has been a surge in scholarly attention about the role of emotions in second-language acquisition. There is a consensus among researchers that emotions play a crucial part in learning a new language. The emotional experiences of language learners, such as anxiety, enjoyment, and motivation, have been studied, and strategies to promote positive emotions and decrease negative emotions have been identified. Motivated by a recent academic interest in boredom, this study investigated the effects of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), and classroom environment (CE) on learners' foreign language learning boredom (FLLB). A sample of 481 college students enrolled in English classes took part in the study. There were significant correlations of FLCA, FLE, and FLLB with CE. Structural equation modeling (SEM) analysis revealed that students' FLCA, FLE, and CE were significant predictors of their FLLB, with FLCA being the strongest predictor, followed by FLE and CE. The independent predictive effects of FLCA, FLE, and CE outweighed the interactive effects between CE and FLCA, CE and FLE, and FLCA and FLE. Pedagogical implications are discussed based on the results.

Correlation between Foreign Language Classroom Anxiety and Foreign Language Achievement of Freshman and Teaching Enlightenment: A Case Study of Chinese Medical Students

Anxiety in foreign language study is a kind of situational anxiety, which is called foreign language classroom anxiety(FLCA).It can be classified into three dimensions: communication anxiety, negative evaluation anxiety and test anxiety. In this paper, the Horwitz Foreign Language Classroom Anxiety Scale (FLCAS) was conducted on 273 freshmen majoring in medicine in medical colleges by random sampling. The results indicated that there is a significant positive correlation between students' communication anxiety, negative evaluation anxiety and English achievement. When students' communicative and negative evaluation anxiety level is increasing, their English learning achievement will also show an upward trend. On the contrary, students' test anxiety and English learning achievement has significant negative correlation. When students' test anxiety level continues to increase, their corresponding English achievement will show a downward trend. And it was found that communication anxiety accounted for the highest proportion among the three dimensions. Accordingly, this paper proposes some teaching Enlightenments aimed at relieving medical students' anxiety in college English class. This study conducted a preliminary study of specific anxieties present in a foreign language learning classroom. The findings provide evidence to elucidate the characterization of anxiety and its effects.