Foreign Language Learning Anxiety Research Articles

Study on the Causes and Effects of Foreign Language Learning Anxiety among Chinese College Students

This study delves into the causes and impacts of foreign language learning anxiety among Chinese university students, a topic of significant relevance in the context of China's increasingly globalized educational landscape. Recognizing the crucial role of language proficiency in both academic and professional arenas, this research aims to unravel the multifaceted nature of anxiety experienced by students in learning foreign languages, particularly focusing on the Chinese higher education environment. The research identifies several key factors contributing to language learning anxiety. High-stakes testing culture, traditional pedagogical approaches focusing on rote memorization, and societal emphasis on academic perfection emerge as primary contributors. These elements, coupled with limited opportunities for practical language application, create an environment where anxiety can thrive. The study also notes the influence of personal factors such as students' self-perceptions and previous language learning experiences on their anxiety levels. In terms of impact, the study finds that language learning anxiety significantly hampers students' academic performance, particularly in language proficiency and participation in language classes. Moreover, it extends beyond academic ramifications, affecting students' motivation, attitude towards language learning, and overall psychological well-being. The anxiety experienced in the classroom can lead to broader issues of social withdrawal and diminished self-confidence, with potential long-term implications for students' professional development and global competency. The study's findings underscore the need for educational reforms and the introduction of teaching methods that emphasize interactive learning and communication skills, aimed at reducing anxiety and enhancing language proficiency. The research also highlights the importance of psychological support for students, suggesting that addressing emotional and psychological factors is as crucial as improving pedagogical strategies in foreign language education. In conclusion, this study provides a comprehensive understanding of the causes and impacts of foreign language learning anxiety among Chinese university students. It offers insights for educators, policymakers, and mental health professionals, suggesting a holistic approach to language education that addresses both the academic and emotional needs of students, thereby enhancing the overall quality of language learning experiences in China.

Analysis of Classroom Environmental Factors and Teaching Strategies for Foreign Language Learning Anxiety

With the advent of humanistic psychology, there has been an increasing emphasis in English language instruction on the influence of emotional factors on the learning process. Among these factors, anxiety has gained recognition as a prominent affective disorder in the context of language learning. Recognizing the significant detriment caused by "environmental anxiety" to English learners, this paper endeavors to investigate the anxiety arising from various environmental factors within the classroom. Specifically, it examines language anxiety resulting from the teacher-student relationship, peer interaction, and teaching materials. Moreover, this paper provides three recommendations aimed at mitigating anxiety levels in these areas: cultivating a harmonious teacher-student relationship, organizing group activities, and selecting appropriate teaching content. These measures are intended to help educators foster a more conducive learning environment.

A Review on Foreign Language Anxiety

The topic of foreign language anxiety (FLA) has been discussed extensively since the introduction of language learning. Several studies have evidence that the anxiety that foreign language learners encounter during their language-learning process can negatively affect their success and performance. FLA is thought to affect most learners of English as a foreign language (EFL), and linguists nearly unanimously concur that FLA is one of the biggest challenges that EFL learners experience when learning a foreign language. This paper reviews the literature on FLA studies, focusing mostly on the definition, categorization, and prior FLA research. A unique kind of anxiety known as foreign FLA is experienced when studying a foreign language. In foreign language learning, students will encounter several types of anxiety, such as anxiety related to learning and anxiety related to listening. Though there is disagreement over whether foreign language learning anxiety has a two-dimensional or three-dimensional structure, most academics support the three dimensions of FLA. This paper also examines the origins and effects of FLA. The majority of academics think that the learning of a foreign language causes anxiety, which hinders learning a second language. This paper leads one to the conclusion that more study in this field is required to validate the findings of previous studies on anxiety related to learning a foreign language and to identify strategies for lowering such worry

Teacher support, academic engagement and learning anxiety in online foreign language learning

AbstractPrevious studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions. Practitioner notesWhat is already known about this topic Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class. Students will be more engaged in learning when they perceive support from their teachers. Teacher support was an influential external predictor of students' mood swings. What this paper adds The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement. Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning. This paper further corroborates the relationship among the presences in the CoI framework. Implications for practice and/or policy Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes. Teachers need to ensure continued intellectual support and provide more emotional support for learners. Teachers are recommended to deliver feedback that aligns with students' emotional state.

The Impact of High School Preparatory Classes on English Achievement, Anxiety, and Motivation

This study aimed to examine the relationship between achievement in language learning, language anxiety, and motivation in high school students who took and did not take preparatory classes. This study used a quantitative method to describe all students’ responses to a list of questions. Ex post facto analysis, a quantitative method design, was used in this study. The study involved 468 students enrolled in the public Anatolian high schools. The data was collected using the Foreign Language Learning Anxiety Scale and the Motivation Scale in English Language Learning. The high school students' English achievement levels were calculated using their end-of-year English grades. The data was analyzed using the T-test, Pearson Correlation, and Regression Analysis. According to the results, preparatory classes motivate students to learn a foreign language. Students who participated in preparatory classes were more inspired than those who did not. Students who took preparatory classes outperformed students who did not take preparatory classes in terms of achievement and achieved more outstanding English-language scores. Moreover, it was revealed that students' anxiety affected their English-language achievement negatively, while motivation increased the achievement of learning English.

A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates

In the context of the evolving landscape of humanistic psychology and the introduction of the affective filter hypothesis, researchers have increasingly shifted their focus towards students emotional factors, particularly encompassing learning motivation and anxiety. This departure marks a shift away from the traditionally emphasized intelligence factors. Grounded in Drnyeis L2 Motivational Self System (L2MSS) and Horwitzs anxiety classification, this study engages a cohort of 107 non-English major undergraduates. Through the application of quantitative research methods, the investigation aims to explore the prevailing status of L2MSS and foreign language anxiety among these students, while also revealing correlations that exist among L2MSS, foreign language anxiety, and English achievements. The study uncovers that a majority of non-English major undergraduates exhibit moderate levels of the L2MSS and language learning anxiety. Notably, significant disparities are observed across all dimensions of L2MSS and learning anxiety among students with varying levels of achievements. Furthermore, the research underscores a notably negative correlation between the L2MSS and learning anxiety. In parallel, a substantial positive correlation emerges between L2MSS and English achievements, while learning anxiety demonstrates a robust negative correlation with English achievements. Expanding upon these insights, this study aims to provide thoughtful recommendations for college English education. The objective is to elevate the levels of non-English major undergraduates ideal L2 self, enhance their involvement in active second language learning experiences, and effectively alleviate their foreign language learning anxiety.

Exploring English Major Students’ Pronunciation Anxiety

This paper reports a descriptive account of English language learners’ perceived pronunciation anxiety, which is a relatively underexplored area of foreign language learning anxiety. The participants of the study were English Language and Literature students studying at a public university in Türkiye in the 2022-2023 academic year. The research data were collected through a questionnaire survey form consisting of the Measure of Pronunciation Anxiety in Foreign Language Classroom (MPA-FLC) and a personal information section and were analyzed via statistical tests in SPSS. The findings indicated that the students felt mild-to-moderate levels of pronunciation anxiety and that the pronunciation anxiety component with the highest rating was beliefs about pronunciation and its importance as a communicative skill. The study also sought to examine the effects of some learner characteristics on pronunciation anxiety. The findings demonstrated that the students’ gender, perceived English proficiency and previous language learning experiences influenced their anxiety levels whereas the variables of age and year of study in the department had no significant effects on student responses. The females, those students with lower levels of perceived proficiency, and those who received intensive English language education at the foreign language departments at high school reported higher pronunciation anxiety. The results are discussed in the light of available literature providing implications and recommendations for further research.

Examination of The Relationship Between International University Students' Concerns Regarding the Turkish Language and Their Cognitive Awareness in Terms of Some Variables

In this study, examining and revealing the relationship between international university students' anxiety about and cognitive awareness of Turkish language; determining the anxiety and cognitive awareness of these anxiety and cognitive awareness according to gender, age, country of origin, duration of stay in Türkiye and the faculty they attend; It is also aimed to examine the anxiety of learning Turkish and their own cognitive awareness and behaviors of international university students, to reveal the importance of their concerns about Turkish language. In addition, whether there was a significant difference regarding the direction of the relationship between the anxiety and cognitive awareness of the international university students about Turkish language in terms of variables such as gender, age, the length of stay in Turkey, the faculty they attend, etc. In the research, descriptive survey model was used as a method. The data in the study were obtained using the scales " Foreign Language Learning Anxiety Scale developed by Horwitz, Horwitz and Cope (1986) " and "Metacognitive Awareness Scale (MAI)". The sample of the research consisted of 175 undergraduates, graduate and doctorate students from different faculties at Samsun Ondokuz Mayıs University. Frequency, percentage, mean values, T-test and MANOVA were used in order to analyse the data. As a result of the study, while the students had a high tendency of anxiety among some countries in terms of the variable of the country they came from, significant differences emerged in terms of the variables such as age, cognitive awareness and the country they came from.

Three-dimensional Japanese text translation teaching on college students’ foreign language learning anxiety

BackgroundThe anxiety of college students in learning a foreign language may affect their learning results, so it is very important to find effective teaching methods to alleviate the anxiety. This study explores the effects of Japanese text translation teaching based on three-dimensional transformation on college students’ foreign language learning anxiety.Subjects and Methods100 undergraduate students majoring in Japanese in a university were randomly divided into test group and control group, with 50 students in each group. The test group received Japanese text translation teaching based on 3D conversion, and the control group received traditional text translation teaching. Anxiety questionnaire was used to assess the anxiety level of students, and the data were statistically analyzed by SPSS23.0.ResultsThe statistical analysis showed that the level of foreign language learning anxiety of the test group was significantly lower than that of the control group (t=3.42, P< 0.05). Specific data showed that the average anxiety score of the test group was 3.55, and the average score of the control group was 4.27. In addition, students in the test group performed better in translation accuracy (test group: 83%; Control group: 76%).ConclusionsJapanese text translation teaching based on 3D transformation can effectively alleviate the anxiety of college students in foreign language learning. Through interactive and immersive learning experiences, students can better understand and apply language knowledge, thereby reducing anxiety levels. Adopting this teaching method can improve foreign language teaching and enhance students’ learning effect and experience.Acknowledgement2022 Yancheng College of Technology Teaching Reform Research Projects (No.JYKT2022B060).

Foreign Language Learning Anxiety in Turkey: The Case of Aydın Province

Learning a new language is significant in every aspect, and currently, people are increasingly aware of its significance. In language learning, various aspects affect individuals, and one of the most significant is related to human psychology. The goal is to apply the factors that positively influence language learning to the learning process. Personality traits such as empathy, introversion, and self-esteem (Brown, 1994) are some of the emotional variables that are related to the individual. According to the literature, language learning anxiety is one of the most important factors leading to this problem. It is the main focus of this study.Learning a foreign language is a complex process involving many factors, requiring not only the acquisition of vocabulary and grammatical structures, but also the development of communication skills. While some students approach foreign language learning with confidence, others find this process threatening, moreover,they may develop excessive anxiety in the foreign language classroom. Anxiety is a psychological phenomenon that has a major impact on foreign language learning. In order to improve the foreign language learning process, it is of great importance to determine the anxiety level of students and reduce the existing anxiety. In this study, the level of foreign language learning anxiety among high school students in Aydın Province was investigated.The data collection process of the study was conducted with 385 students attending German classes at Anatolian high schools in Aydın province. The data were collected using the FLCAS scale, which can be statistically analyzed to determine the anxiety level of the students. The obtained data were analyzed using the SPSS 25.0 programme, and the results of the analysis show that the anxiety of the students towards learning a foreign language in German classes is moderate. At the same time, it was found that the level of anxiety varies according to demographic characteristics.

THE POWER OF SPOKEN LANGUAGE: UNDERSTANDING COMMUNICATION APPREHENSION AND ENGLISH LANGUAGE ANXIETY AMONG KIAS DEGREE STUDENTS

Communication apprehension is characterized by the anxiety or fear individuals experience during interpersonal communication. In the context of foreign language learning, this apprehension can significantly impact learners' ability to effectively acquire, use, and master the language. Despite its importance, there remains a scarcity of studies exploring communication apprehension as a key contributor to anxiety, especially in language learning. This study focuses on examining communication apprehension as one of the four components known to trigger anxiety in foreign language learning. Specifically, the research targets KIAS degree students. The findings of this study contribute to the existing literature by delving into foreign language anxiety from the perspective of KIAS degree students. The research identifies anxiety-inducing situations and offers recommendations for educational interventions to address communication apprehension. Notably, the study reveals that these students feel uncomfortable or anxious in various situations, particularly when required to speak in English during impromptu tasks. By identifying specific triggers of anxiety, the research highlights the factors that hinder language learning progress among these students. This valuable knowledge can guide educators in developing appropriate instructional approaches and creating a supportive classroom environment. It is crucial for educators to pay special attention to learners struggling with communication anxiety, fostering a friendly and secure learning space where these students can confidently practice their language skills. This supportive environment plays a significant role in building their confidence and self-esteem, effectively alleviating unnecessary anxieties. Thus, this study sheds light on the significance of communication apprehension as a crucial factor influencing anxiety in foreign language learning among KIAS degree students. The findings underscore the importance of addressing this issue and designing tailored interventions to accommodate the unique challenges faced by these learners. Ultimately, by providing a supportive and inclusive learning environment, educators can empower the students to excel in their foreign language acquisition journey and enhance the overall language learning experience.

English learning anxiety of Chinese rural junior high school students under the online class mode.

The COVID-19 pandemic has brought tremendous changes to the field of education, transferring traditional offline teaching to online teaching on a large scale globally. Junior high school students, as a special group, may experience foreign language learning anxiety different from anxiety experienced by college students in the process of online English learning. This research aims at investigating the level of, sources and strategies for English learning anxiety of Chinese rural junior high school students under online class mode. A total of 120 students from Dongshan Junior High School in Haikou participated in this study and asked to fill in the questionnaires, and 12 of them were randomly chosen to be interviewed. IBM SPSS Statistics 26 was used to analyze the data. This research found that Chinese rural junior high school students generally had a moderate level of English learning anxiety, and there is statistically no significant relation between the gender difference and anxiety in online foreign language classes. It was also found that factors influencing English learning anxiety of Chinese rural junior high school students included the students themselves, their home environments, the teacher and the school, and the social environment. Lastly, the research found five strategies to relieve foreign language learning anxiety, including recognizing the existence of anxiety correctly, communicating the anxiety honestly with others, improving the psychological quality, being positive about life' s setbacks, and setting up some realistic goals in English learning.

THE POWER OF SPOKEN LANGUAGE: UNDERSTANDING COMMUNICATION APPREHENSION AND ENGLISH LANGUAGE ANXIETY AMONG THAI-SPEAKING MINORITY STUDENTS IN MALAYSIAN NATIONAL SCHOOLS

Communication apprehension refers to the feeling of anxiety or fear that individuals experience when they need to communicate with others. In the context of foreign language learning, communication apprehension can have significant implications on learners' abilities to learn, use, and acquire the language effectively, yet studies on it as one of the key components contributing to anxiety in language learning especially among minority learners are still scarce. This study examines communication apprehension as one of the four components recognised to spark anxiety in foreign language learning. The focus was directed at a group of Thai-speaking Malaysian secondary school students, who are always addressed as the minority ethnic groups in this country. As a minority race, it is believed that this population may have unique experiences and challenges in learning English as a foreign language, which have not been extensively studied before. The findings contribute to the existing literature by examining foreign language anxiety from the perspective of minority Thai-speaking students, identifying anxiety-inducing situations, and offering recommendations for educational interventions to address communication apprehension. It was found that these students were uncomfortable or anxious in a variety of situations when speaking in English mainly when participating in impromptu tasks. The findings contribute to the identification of specific situations that can trigger anxiety and hinder language learning progress among them. It is hoped that this knowledge can guide educators in designing appropriate instructional approaches and creating a supportive classroom environment. Therefore, educators are recommended to offer more attention to the special needs of learners who struggle with communication anxiety by developing a friendly and secure learning environment where these students can confidently practise their ways of interacting. This is important to help them build confidence and self-esteem and thus alleviate unnecessary anxieties.

Investigating Foreign Language Learning Anxiety: A Case of French Students in Ghana

Purpose: The purpose of this study is to investigate foreign language learning anxiety amongst French students in Ghana.
 Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and a methodological gap relating to investigating foreign language learning anxiety among French students in Ghana. Preliminary empirical review reveals that that French-speaking students at Ghanaian educational institutions suffer from moderate anxiety. Because the French language system is distinct from their own and the English language system, this may be a source of anxiety. Pre-university exposure to the French language, particularly in elementary and secondary school, may assist to reduce anxiety to a moderate degree.
 Unique Contribution to Theory, Practice and Policy: The Horwitz, Horwitz and Cope’s Theory. The Cognitive theory and the Krashen’s Affective Filter Theory may be used to anchor future studies relating to foreign language learning anxiety. The study will be beneficial to EFL teachers and other relevant stakeholders in establishing policies and strategies to create a conducive environment to allow foreign language learners have an easy time in acquisition of a foreign language.

Exploring Foreign Language Anxiety in China

Foreign language learning anxiety has been a heated topic in academia in recent years which explores the relationship between foreign language learning anxiety and test scores. Most researchers use Horwitz’s FLCAS foreign language classroom anxiety scale to research selected students and then analyze the data to draw conclusions. However, although there are many previous studies in terms of foreign language anxiety, there are still few studies on foreign language learning anxiety among Chinese college students, and most researchers focus on middle and high school students and ignore college students' foreign language learning anxiety. In view of this, this literature review draws on the previous research experience and is based on the relevant theories of foreign language learning anxiety, focusing on the correlation between foreign language learning anxiety and college students' foreign language learning performance. Therefore, this study will provide some implications and solutions for Chinese college students to reduce their foreign language anxiety.

The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers

Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the “Foreign Language Teaching Anxiety Scale” (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the differences of FLTA between pre-service EFL teachers who had 4 months of practicum experience and those without the practicum, and explored the potential factors contributing to FLTA. Results of descriptive analyses showed that overall the pre-service teachers had a relatively high level of FLTA. Results of independent sample t-test analyses indicated that the practicum group had significantly higher FLTA compared to the non-practicum group. Furthermore, within the two groups, female teachers consistently showed higher FLTA than the male teachers. Results of the interview content analyses revealed that anxiety-provoking factors primarily originated from fear of negative evaluation, low self-perception of language proficiency, and teaching inexperience. The findings of the current study provide insights of anxiety research in EFL context and implications for teachers to better reduce anxiety in English teaching practice.

Foreign Language Learning Anxiety in Virtual Classroom During the Covid-19 Pandemic: Tunisian Students of English as a Case Study

Foreign language learning anxiety (FLLA) is one of the most vastly studied variables in the field of foreign language learning (Horwitz, 2001). It is widely conceived as an obvious factor, in foreign language learning, which explained why some learners are more successful at learning and acquiring a foreign language than others though the settings and circumstances of learning are alike. 
 The aim of this paper is to address the issue of foreign language learning anxiety that Tunisian students of English suffered from when they learn ‘behind the screen’ during the Covid-19 pandemic, by surveying 50 students enrolled in the Tunisian public universities and institutes.
 The foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz, and Cope (1986), the most widely used scale for assessing general foreign language anxiety, is used in this research to inspect the anxiety level the learners face. 
 Results of the survey reveal a significant relationship between foreign language anxiety and the academic level, whereas no significant relationship between gender and foreign language learning anxiety is marked.
 Investigating online learning in relation with foreign language learning anxiety can provide guidance and recommendations for teachers, course designers, pedagogues how to deal with learners behind the screen.

Measuring Anxiety Level of Learning English Language among Refugee Teenagers in Malaysia

Owing to legislative restrictions, Malaysia cannot provide education for refugee children. Instead, the state invites numerous parties, including NGOs, to construct alternative refugee schools. Because education for refugees is an alternative, the goal is directed at practical skills to help refugees work and integrate with Malaysian society or the following country for future resettlement. All of Malaysia's alternative schools for refugees place a strong emphasis on English language acquisition. Even with free education, refugee children struggle to learn English as a Second Language. Psychological phenomena, such as language anxiety, trigger obstacles in learning English. However, learning about language anxiety in the context of alternative education in Malaysia has rarely been studied. Using the mixed-method methodology (MMR) brings about post-positivism and interpretivism. This study had two goals: (1) bridging research gaps on anxiety in learning English as a second language from the viewpoint of alternative school actors and students in refugee communities; and (2) providing solutions for alternative education for refugee communities in Malaysia to understand and address foreign language anxiety. Our study focuses on refugee students from three alternative schools in Klang Valley: the United Learning Center (ULC), Save School Malaysia, and Refugee Academy. The quantitative technique used 92 students to complete the English language classroom anxiety scale (ELCAS), derived from the Foreign Language Classroom Scale (FLCAS). In addition, we interviewed two persons and one teacher from each school for the qualitative approach. For data analysis, we used SPSS 19 for a quantitative and interpretive approach to the qualitative data. Qualitative results indicate that refugee children from three Klang Valley alternative schools experienced medium foreign language learning anxiety. Most refugee children were anxious about English courses, regardless of gender or stream group, emphasizing the necessity for educators and other stakeholders to understand refugee children's anxiety levels and take action with extensive knowledge of anxiety and compassion. Counsellors must also work with teachers to create interventions to assist refugee children in handling their anxiety while studying English. Finally, instructors must use fascinating teaching approaches to minimize refugee children's anxiety, motivate them with emphaty and compassion,and avoid overcorrection.

非目的语环境下汉语课堂学习焦虑调查：以马来西亚非华裔生为例

本文采用Horwitz等人（1986）设计的外语学习焦虑量表， 简称FLCAS （Foreign Language Classroom Anxiety Scale）作为研究工具，对非目的语环境下学习汉语的221名非华裔生进行汉语课堂学习焦虑研究。此221名非华裔生均来自马来西亚砂拉越玛拉工艺大学选修《基础华语》课的学习者。在问卷收集完善后，采用SPSS 22.0作为数据统计工具，对非华裔生的汉语学习焦虑程度、汉语学习焦虑三个维度与性别差异进行数据分析。分析结果显示，非华裔生在汉语课堂普遍经历学习焦虑。通过独立样本T检验结果发现，非华裔生汉语课堂学习焦虑与性别差异的相关性并不显著。
 This study adopted Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz et al (1986) to determine Mandarin as foreign language learning anxiety among 221 non-native Mandarin learners in non-target language context. These 221 non-native Mandarin learners were those who enrolled in Introductory Mandarin Language course from University Teknologi MARA, Sarawak Branch. SPSS 22.0 was employed to analyze the data such as non-native Mandarin learners’level of anxiety and gender differences. Findings from this study revealed that non-native Mandarin learners are at moderate level of anxiety. Results from independent T-test analysis shows that there were no significant differences between learners’ level of anxiety and gender.

A Structural Equation Modelling of Middle School Students’ Metacognitive Awareness, Self-efficacy Beliefs and Foreign Language Learning Anxiety

This study aims to investigate the impact of metacognitive awareness and self-efficacy beliefs of middle school students on their level of foreign language learning anxiety by using structural equation modelling. A total of 285 7th and 8th grade students from a middle school in Turkey during the 2018-2019 academic year were included in the study. In the study, Personal Information Form, Foreign Language Anxiety Scale, The Self-Efficacy Questionnaire for Children, and The Junior Metacognitive Awareness Inventory were used as data collection tools. As a result of the study, the descriptive statistics indicated that the students had moderate levels of metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety. According to the results obtained from the structural equation modelling, it was concluded that the metacognitive awareness levels of the students did not have a mediating effect on the relationship between the students' level of foreign language learning anxiety and self-efficacy beliefs. In conclusion, it was determined that metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety are individual differences which interact with each other and are of great importance in foreign language learning, and that metacognitive awareness and self-efficacy beliefs have the power to affect foreign language learning anxiety.