Learning Anxiety Research Articles

Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic.

Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic.

Citing as an online learning support tool for student-generated assessment

ABSTRACT While enabling students to refer to and build on peer-produced work (termed ‘citing’ herein) during content creation appears pedagogically promising, its associated learning effects remain under-studied. This research aimed at examining the effects of online citing of peer-generated assessment items during student test-construction on promoting learning and task performance. Additionally, any negative effects this approach may have on inducing cognitive and emotional burdens were examined. A pretest-posttest quasi-experimental research design was adopted, where two treatment groups were devised (i.e. the citing and no-citing groups). A group of fifth-graders from six classes participated in an 11-week study. Based on the results of the analysis of covariance, it was found that students in the citing group scored significantly higher than those in the no-citing group on academic achievement and question-generation performance. In addition, citing did not induce significantly higher cognitive load or learning anxiety as compared to the no-citing situation.

Using a longitudinal network structure to subgroup depressive symptoms among adolescents

BackgroundNetwork modeling has been proposed as an effective approach to examine complex associations among antecedents, mediators and symptoms. This study aimed to investigate whether the severity of depressive symptoms affects the multivariate relationships among symptoms and mediating factors over a 2-year longitudinal follow-up.MethodsWe recruited a school-based cohort of 1480 primary and secondary school students over four semesters from January 2020 to December 2021. The participants (n = 1145) were assessed at four time points (ages 10–13 years old at baseline). Based on a cut-off score of 5 on the 9-item Patient Health Questionnaire at each time point, the participants were categorized into the non-depressive symptom (NDS) and depressive symptom (DS) groups. We conducted network analysis to investigate the symptom-to-symptom influences in these two groups over time.ResultsThe global network metrics did not differ statistically between the NDS and DS groups at four time points. However, network connection strength varied with symptom severity. The edge weights between learning anxiety and social anxiety were prominently in the NDS group over time. The central factors for NDS and DS were oversensitivity and impulsivity (3 out of 4 time points), respectively. Moreover, both node strength and closeness were stable over time in both groups.ConclusionsOur study suggests that interrelationships among symptoms and contributing factors are generally stable in adolescents, but a higher severity of depressive symptoms may lead to increased stability in these relationships.

Tinkering and Modeling

In high school Geometry, three dimensional solids are often overlooked and not part of the regular curriculum. The exclusion of three-dimensional (3D) geometry can affect spatial relationships and cause learner anxiety, correlating to a negative relationship with environmental navigation (Lawton, 1994). To mitigate learner anxiety in the introduction and manipulation of spatial figures, Tinkercad was utilized for creative virtual design and papier mâché was used for a hands-on, artistic approach to mathematics.

Development and Implementation of an Anxiety Management Intervention for Young Children

ABSTRACT Children are facing increasing levels of anxiety in the classroom. Learning anxiety management strategies may prevent worry from interfering in the classroom, thereby improving emotional well-being. We used qualitative analysis of teacher interviews (N = 21) to evaluate an intervention designed to teach children cognitive-behavioral strategies to reduce anxiety. During interviews, teachers discussed their perceptions of child anxiety and whether they thought parents would use the two worry management books (for first through third graders). Results of qualitative analyses indicated teachers thought the books were effective, and they would use the strategies. Teachers indicated children were facing significant worries, such as financial security. Teachers reported using breathing strategies with children. They mentioned that using imagery, with a superhero to fight worries, was a new strategy they could use. Teachers favored implementing strategies they were familiar with, like breathing. They also preferred strategies that were consistent with their curriculum. Teachers thought that parents would need training to use the books with their children. In summary, teachers viewed the intervention as an effective tool for addressing anxiety for young children. Future studies should include information about child and parent perceptions of the intervention and assessment of dissemination of the intervention.

A Survey on Oral Anxiety of English Majors

Continuous in-depth language research and the rapid development of language teaching deepen people's understanding of the nature of language. The focus of language teaching research for language workers is from how to teach to how to learn, from the learning result to the learning process; from the emphasis on teachers and teaching methods, the study gradually tends to the study of learners, learning strategies and emotions. However, in the daily language learning process, college students have serious anxiety in oral language learning. This study is based on Krashen's comprehensible input hypothesis to alleviate the oral anxiety of English majors. By means of questionnaire, this article gave the pre-designed questionnaire to the respondents for statistical summary and data analysis, so as to confirm the effect of comprehensible input on alleviating college students' oral anxiety.

I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students

Instead of learning in a passive learning mode or aimlessly exploring VR scenarios, a collaborative design-based VR learning environment has great potential for developing classrooms. Through personal knowledge construction in a collaborative design-based learning (CDBL) environment, this study combines CDBL and VR technology to motivate students to build VR projects and practice speaking English in rich contexts through learning by design; students gradually generate knowledge from design experience and sufficient practice. Peer assessment was further introduced to enhance timely evaluation and reflection. Therefore, this study proposed a VR-supported collaborative design-assessing activity. 113 Chinese seventh-graders participated in a quasi-experiment to evaluate the effectiveness of this method. Compared to the collaborative design-assessing (CDA) activity, the results demonstrated that students in the VR-supported collaborative design-assessing (VR-CDA) activity greatly enhanced their English-speaking performance, collaboration tendency, and critical thinking awareness while lowering their English learning anxiety. In contrast to the VR-supported collaborative design (VR-CD) activity, however, the VR-CDA group activity did not significantly improve students’ English-speaking performance. The interview results proved that the students in the VR-CDA group were highly motivated to learn English because of the innovative classroom instruction. They also enjoyed designing the projects collaboratively, posting assessments, and self-reflection.

Design and implementation of an AI‐enabled visual report tool as formative assessment to promote learning achievement and self‐regulated learning: An experimental study

AbstractFormative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI‐enabled visual report tool comprising six modules and conducted an empirical study of its effectiveness in a high school biology classroom. A total of 125 students in a ninth‐grade biology course were assigned to a treatment group (n = 63) receiving AI‐enabled visual reports as the intervention and a control group (n = 62) receiving overall oral feedback from the teacher. We present the main statistical results of the within‐subjects design and the between‐subjects design respectively, to better capture the main findings. Repeated measures ANOVA revealed a significant interaction effect of intervention and time on learning achievement, and the paired‐sample Wilcoxon test indicated that the treatment group had experienced increasing learning anxiety (Cohen's d = 0.203, p = 0.046) and self‐efficacy (Cohen's d = 1.793, p = 0.000) over time. Moreover, we conducted a series of non‐parametric tests to compare the effects of AI‐enabled visual reports and teacher feedback, but found no significant differences except for an increased self‐efficacy (Cohen's d = 0.312, p = 0.046). Additionally, we had the students in the treatment group rate their favourable modules in the AI‐enabled visual report and provide evaluative feedback. The study results provide important insights into the design and implementation of effective formative assessment supported by artificial AI and visualization techniques. Practitioner notesWhat is already known about this topic Formative assessment is essential for improving teaching and learning. Traditional formative assessment tools lack accurate data‐oriented assessment and usability. AI and visualization techniques have great potential for formative assessment. What this paper adds This study designs and implements an AI‐enabled visual report tool that generates data‐driven, user‐friendly reports. The AI‐enabled visual report can not only enhance students' learning achievement and self‐regulated learning over time but also increase their test anxiety. The AI‐enabled visual report has a comparable effect with teacher feedback but leads to increased self‐efficacy. Implications for practice and/or policy We recommend using the AI‐enabled visual report in large‐size classes for its overall positive effects on both learning achievement and self‐regulated learning. We recommend using the AI‐enabled visual report over teacher feedback for its capacity to enhance students' self‐efficacy. We recommend prioritizing the modules of Performance Ranking, Personal Mastery and Knowledge Alert when designing the AI‐enabled visual report.

Uncovering the Determinants of English Language Anxiety in Undergraduate Learners

English Language plays a crucial role in global communication across various domains. The objective of this study was to investigate English language anxiety among undergraduate learners at Pakistani private universities and explore the factors affecting language related anxiety. The researchers assessed three demographic variables—age, gender and years of English language learning—alongside three key aspects contributing to language anxiety: Test Anxiety, Fear of negative evaluation, and communication apprehension. Data were collected from one hundred undergraduate participants in the study using English Language Classroom Anxiety Scale (ELCAS). Data analysis was conducted using descriptive statistics, multiple regression, and correlation analysis. The data revealed a significant correlation between years of English language study and language anxiety. However, there was no relationship between gender, age and English language anxiety. The multiple regression analysis revealed that the primary factor related to language anxiety is the fear of negative evaluation. The study underscores the importance of addressing the fear of negative evaluation as the key factor in English language anxiety among Pakistani private university undergraduates and recommends tailored language programs and professional development for educators to create a supportive learning environment.

May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes.

Many students feel uncomfortable when obliged to communicate in English. Students' fear of speaking English is influenced by psychological reasons such as the fear of failing, being misunderstood, and making grammatical errors. Students' active participation in English class discussions might be hindered by shyness, nervousness, lack of confidence, and motivation. Helping these reserved students gain self-assurance and perfect their spoken English is a top priority for all English language instructors. In the classroom, teachers may use some simple methods to encourage their reserved students to open up and speak English with more ease and confidence. The existing literature on students' shyness shows that the gap in this realm is great and a critical look is needed. To this end, the current research intended to gauge the effects of self-esteem, teacher support, and critical thinking on anxiety and shyness in language classes. 385 language learners attending English language institutions took part in this research. They were at intermediate and upper intermediate levels. The findings of both confirmatory factor analysis (CFA) and structural equation modeling (SEM) point to the fact that improving students' self-esteem, teacher support, and critical thinking may have a moderating effect on students 'anxiety and shyness in language learning. The implications of this inquiry may be advantageous for language learners, language instructors, as well as policymakers.

Differences in mathematics-related achievement emotions between contact and distance learning arrangements during the COVID-19 pandemic

Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student’s emotions. Yet, there is a lack of studies about how this transition might have changed achievement emotions in mathematics. We investigated six mathematics-related achievement emotions (enjoyment, pride, anger, anxiety, shame, and boredom) among Finnish high school students (N = 1348) in contact learning and distance learning. We analysed the relationship between gender, achievement emotions, and the learning environment using latent growth curve structural models. Our results revealed that students reported higher levels of boredom and lower levels of pride, enjoyment, shame, and anxiety in distance learning than in contact learning. The distance learning effect was stronger for females than for males, particularly for students following the advanced syllabus. Female students reported a larger decrease in pride and enjoyment and a larger increase in boredom than male students when moving from contact learning to distance learning. The theoretical and practical implications of the results are discussed.

A Study On Identifying Causes And Solutions For Reducing Language Learning Anxiety

A Study On Identifying Causes And Solutions For Reducing Language Learning Anxiety

The Effect of Learning Strategy and Self-Efficacy on Speaking Competence of Higher Vocational College Students: Anxiety as a Mediator

The three key affective and cognitive factors that affect language learning are learning strategy, self-efficacy, and learning anxiety. The ability to speak English is becoming more and more important, particularly among students in higher vocational colleges in China. The purpose of this study is to investigate the relationship of learning strategy, self-efficacy, learning anxiety and speaking competence among Chinese college EFL students in Heilongjiang province, China. It further seeks to understand whether anxiety acted as a mediating variable in the relationship between learning strategy and speaking competence, between self-efficacy and speaking competence. This study proposed a model that incorporates learning strategy, self-efficacy, anxiety, and speaking competence for English language learners. A survey questionnaire was used to gather data from college students. The questionnaires were sent to 493 Chinese college students. This study utilized a random sampling approach. The data analysis tools used in this survey are Process v4 and SPSS. The results showed learning strategy, learning anxiety and self-efficacy had a significant relationship with speaking competence. Anxiety mediated the relationship between self-efficacy and speaking competence, learning strategy and speaking competence. Thus when learners have a high degree of self-efficacy, they have a low level of English language anxiety and the more strategies students use, the less anxiety they have, resulting in a more excellent speaking performance.

A cross-sectional study on the role of computer anxiety in students' online learning.

Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimately interfere with their learning performance. Hence, the current study aimed to examine the role of computer anxiety in students' online learning. This is a cross-sectional correlational study, in which a convenient sample of 330 students of Shiraz University of Medical Sciences participated. To collect the data, we used two pre-validated questionnaires. Face, content, and construct validity were used to check the validity of the questionnaires. Cronbach's alpha and composite reliability were also used to check the reliability. Data were analyzed using SPSS 16 and AMOS 6. Confirmatory factor analysis results yielded the underlying factorial structure of the scales. In addition, correlation coefficient results indicated that there was a significantly negative relationship between students' computer anxiety and their online learning (r=-0.59, p<0.001). The results of the present study revealed that a considerable number of students experienced some level of computer anxiety, highlighting that highly anxious students face negative consequences such as inadequate online learning.

An Intervention Study on Foreign Language Learning Anxiety of College Students Based on the Positive Psychology PDCA Teaching Model

Abstract The teaching model of positive psychology integrated with the PDCA model impacts traditional classroom teaching and revitalizes college students’ foreign language learning. This study employs both quantitative and qualitative research methods to examine the anxiety experienced by college students in foreign language learning, analyzing it from six dimensions. Utilizing the positive thinking teaching framework of the positive psychology PDCA cycle teaching model, the Lasso algorithm regression was used to screen the teaching satisfaction index and implement foreign language learning under the PDCA teaching model. Comparing the students’ theoretical and practical skills scores with traditional teaching, as well as their anxiety level, we propose targeted strategies to alleviate the anxiety of foreign language learning. In the application environment of the Positive Psychology PDCA teaching model, the overall anxiety, communication anxiety, classroom anxiety, and academic anxiety of foreign language learning at university were reduced compared with the traditional teaching model, with the mean values of 10.485, 11.125, and 10.562, respectively. The positive teaching thinking advocated by the PDCA teaching model can influence the students’ foreign language learning mindset and improve their anxiety about foreign language learning.

A Qualitative Study of Chinese College Students’ Online Foreign Language Classroom Anxiety under the COVID-19 Pandemic

Under the background of the COVID-19 pandemic and the prevalence of foreign language learning anxiety, this study is carried out from the following two aspects. Firstly, this study tries to investigate students’ foreign language anxiety level. Secondly, this study tries to identify the sources of Chinese college students’ anxiety in online foreign language classes. To answer the above research questions, qualitative data are collected by semi-structured interviews. A total of 9 participants participated in the interviews, and each interview lasts about 30–40 minutes. The study found: Chinese college students’ overall online English anxiety is at a medium level. There are five main sources of online English learning anxiety for Chinese college students, including environmental factors, course traits, teacher influence, peer influence, and personal perception.

Analyzing the Factors Influencing English Language Speaking Anxiety of Sri Lankan Primary Students in Oman

Background: This study was carried out to investigate the factors of speaking anxiety among Sri Lankan primary students who learn English as second language learners in Oman and aimed to shed light on the possible solutions to overcome the English-speaking anxiety. Methods: This study is done using a mixed method. Forty-six Sri Lankan students participated in a quantitative study, in which the sampling method was convenient sampling, and two teachers who teach Sri Lankan students participated in a qualitative study, in which the sampling method was purposeful sampling. The instruments of this study are a questionnaire and a semi-structured interview. Results: The findings of quantitative research revealed that the major source of speaking anxiety in English learners in Sri Lanka is the fear of negative evaluation. Conclusion: The findings of qualitative research revealed that the effective solutions for overcoming the speaking anxiety of English learners in Sri Lanka living in Oman are a relaxed and friendly classroom environment, teachers using various techniques and approaches to boost confidence, and teachers encouraging the students to speak up.

The Impact of BigBlueButton vs. Skype on Communication Anxiety and Oral Communication Skills

The present study, following a sequential mixed-methods design, aimed at examining whether internet-based applications, including Big-BlueButton and Skype online instruction differ in terms of communication anxiety and oral communication skills for EFL learners. A pool of 32 Iranian pre-intermediate EFL students participated in the quantitative phase of the study based on convenience sampling and a pool of nine students participated in the qualitative phase of the study based on purposive sampling. The results of one-way ANCOVA confirmed that there was a significant difference between the Skype group and the BigBlueBottom group in terms of communication anxiety and oral communication skills. Following inter-coder reliability, the most common themes (i.e., novel, challenging, motivating, less stressful, helpful, low internet speed, lack of equipment, and time-consuming) emerged from the students’ responses to the interview questions regarding the role of online learning on oral communication skills. Finally, some practical impli-cations were offered for EFL students and teachers, and some suggestions were made for conducting further studies.

An Empirical Study on the Reversal Effect of English Teaching in Colleges and Universities in the Internet Era

Abstract This paper begins with the innovation of English teaching in colleges and universities during the Internet era. It then presents innovative application strategies, exemplified by the online learning platform and online teaching quality evaluation. Finally, it conducts empirical research on the reversal effect of English teaching in colleges and universities during the Internet era, using application analysis. Text information extraction is accomplished by mutual information technology; teaching resource transmission and scheduling are realized by the Markov chain; collaborative filtering of teaching resources is carried out; and an online learning platform is constructed. Create an online assessment ensemble for teaching quality, set assessment constraints for optimization, generate an affiliation function for English teaching quality assessment and construct an algorithm for English teaching quality online assessment. Conduct teaching practice at the University of Rochester to empirically demonstrate the effects of counterbalancing on English teaching in colleges and universities. After the practice, the speaking, reading, and writing test scores of the subject students increased by 2, 2.41, and 1.46, respectively, compared to their pre-practice scores, and their learning anxiety decreased. During the practice period, English class attendance was stable at more than 90% since the 5th week, and the dimensions of English learning ability were higher than 3.5. The subject students also had high satisfaction attitudes toward the overall quality of English teaching.

Anxiety in English Academic Writing of EFL Students

Academic writing in English is an essential skill for EFL students and a critical criterion for determining their eligibility for graduation. The issue of academic writing anxiety among second language (L2) learners has attracted significant attention from researchers in the field of L2 learning anxiety. Despite this interest, many studies predominantly focus on data analysis, with few offering practical recommendations. This paper examines the factors contributing to L2 academic writing anxiety, categorizing them into external environmental factors and internal factors, specifically confidence-related issues and difficulties in generating ideas. These factors can lead to writing anxiety among students. Based on this analysis, the paper proposes several recommendations: instructors should create a more supportive writing environment, provide more guided assistance, and develop fairer grading standards for writing. Additionally, it is suggested that EFL students should enhance their English language skills, effectively summarize literature post-reading, cultivate critical thinking, acknowledge their writing proficiency when experiencing anxiety, and adjust their self-efficacy accordingly.