Levels Of Foreign Language Anxiety Research Articles

Exploring the Impact of ChatGPT on Chinese Students’ Foreign Language Anxiety in Macau’s EMI Higher Education

In recent years, the integration of artificial intelligence (AI) into educational practices has gained significant attention, with AI-powered tools like ChatGPT being widely adopted for enhancing learning experiences. This study aims to fill in the knowledge gap by the acceptance and use of ChatGPT among Chinese students in English-medium instruction (EMI) higher education programs in Macau and its correlation with foreign language anxiety (FLA). The research found that students exhibit high acceptance and diverse usage patterns of ChatGPT, and students widely accept and use ChatGPT, leading to substantially lower FLA levels. Regression analysis shows that frequent use of ChatGPT is a predictor for reduced FLA alongside perceived usefulness, ease of use, and positive attitudes towards the tool. These results suggest that ChatGPT can be used to improve learning experiences and reduce language anxiety in the course content of EMI programs and offer reasonable lessons for educational practices. This study provides valuable insights into the potential of AI tools to transform language education and supports the integration of technology to foster better educational outcomes.

한국 대학생 영어학습자의 외국어 불안감 및 학습전략에 대한 수준별 분석

This study analyzed the relationship between foreign language anxiety and language learning strategies among EFL learners at different English proficiency levels. The study involved 195 participants and examined the correlation between their levels of foreign language anxiety and their use of learning strategies through a Google survey, followed by in-depth interviews. The findings revealed that learners at high proficiency levels exhibited moderate language anxiety, and metacognitive strategy was found to be the most effective in managing anxiety at this level. At the intermediate level, cognitive strategy significantly helped reduce foreign language anxiety. Learners at low proficiency levels displayed higher anxiety, particularly regarding test and communication, but social and metacognitive strategies were effective in alleviating this anxiety. These results underscored the critical role of targeted learning strategies in mitigating foreign language anxiety, offering valuable insights for educators in developing instructional methods or educational content that apply affective filter strategies according to proficiency levels to enhance language acquisition.

Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate?

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.

The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments

Language environments play a crucial role in foreign language learning. Increasing Chinese students choose to attend joint venture colleges where a foreign language is predominantly used. Naturally, the language environment in these institutions differs from that of traditional colleges where Chinese is exclusively used, potentially leading to differences in foreign language anxiety (FLA). However, these differences have not been examined. Although students with higher FLA levels tend to experience heightened learning burnout and reduced psychological capital, a protective factor against the negative impacts of difficulties and challenges, it remains unknown the relationships among these variables in these two types of college students. This study addressed these questions by measuring the FLA levels, learning burnout, and psychological capital of 260 joint venture college students and 267 traditional Chinese college students. Results showed that FLA levels were significantly higher in traditional Chinese college students, psychological capital partially mediated the relationship between FLA and learning burnout in both groups, and school type moderated the path from FLA to psychological capital. These results suggest that psychological capital can mitigate the impact of FLA on learning burnout and these mitigating effects are influenced by language environment. Practical implications for school administrators and instructors are discussed.

Theoretical and Empirical Research on Foreign Language Anxiety and Foreign Language Enjoyment in SLA

This paper explores the theoretical and empirical research on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE) in Second Language Acquisition (SLA). The study delves into the evolution of FLA, a situation-specific anxiety type, and FLE, an emerging focus in Positive Psychology, examining their impact on foreign language learning. By analyzing the findings from four empirical studies, the paper investigates the influence of FLA and FLE on academic performance, their interrelationship, and their sources. The results demonstrate that high levels of FLA can significantly hinder language acquisition, while FLE can enhance it by increasing motivation and participation and changing attitude towards target languages and FL teachers. Additionally, the interplay between FLA and FLE varies across different learners and contexts, necessitating a balanced approach that mitigates anxiety while promoting enjoyment. This research offers pedagogical implications aimed at enhancing foreign language learning by fostering a supportive and enjoyable classroom atmosphere, promoting learner motivation, and building strong teacher-student relationships.

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.

Socio-affective strategies for reducing foreign language anxiety levels in university students

Socio-affective strategies for reducing foreign language anxiety levels in university students

Level and Causes of Foreign Language Anxiety and Foreign Language Enjoyment in Indian ESL Students

Foreign language anxiety and foreign language enjoyment are two phenomena which have been studied for decades in relation to foreign language learning. This quantitative study measured the level of foreign language anxiety and foreign language enjoyment in Indian ESL students in order to shine a light on the extent to which Indian ESL students experience these phenomena. In doing so, educators, policy-makers, and curriculum developers can approach education with these phenomena in mind in order to tailor their work to student needs. Through the implementation of previously validated research methods, this study found that Indian ESL students have considerably lower levels of foreign language anxiety than average when compared with other Asian nations. It was also found that Indian ESL students have similar levels of foreign language enjoyment when compared to other Asian nations. Admiration for those who speak foreign languages as well as studying in a fun and open academic environment contributed the most to their level of foreign language enjoyment, while having their mistakes made the center of attention contributed the most to their level of foreign language anxiety.

Foreign Language Anxiety and Language Learning Beliefs

The present study investigates the relationship between foreign language anxiety and beliefs towards foreign language learning, considering personal and social-environmental factors that may influence language learners' beliefs. The participants consisted of 431 college students (M = 19.99, SD = 4.57 years) enrolled in language preparatory classes in Türkiye, focusing on Arabic, Chinese, English, German, Russian, and Spanish. The students provided self-reports on their levels of foreign language anxiety, including speech anxiety, failure anxiety, and low self-confidence, as well as their beliefs towards foreign language learning. The results of hierarchical regression analysis revealed that failure anxiety was positively associated with students' beliefs towards foreign language learning, indicating that higher levels of failure anxiety were linked to less favorable beliefs. On the other hand, low self-confidence was negatively associated with beliefs towards foreign language learning, suggesting that lower levels of self-confidence were associated with more negative beliefs. Speech anxiety, however, speech anxiety showed no significant association with students' beliefs towards foreign language learning. Furthermore, it was observed that foreign language anxiety and beliefs towards foreign language learning differed based on the specific foreign language being learned. These findings underscore the importance of examining foreign language anxiety in relation to beliefs towards foreign language learning, particularly within diverse language learner populations.

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

This study examined the relationships among Chinese pre-university teachers' foreign language anxiety, teaching anxiety and teacher self-efficacy. The participants were 210 Chinese primary and secondary English teachers who completed a battery of questionnaires. The results showed that: (a) the participants reported low to moderate levels of foreign language anxiety and teaching anxiety, as well as a high level of self-efficacy; (b) foreign language anxiety directly and negatively predicted the participants' self-efficacy; (c) foreign language anxiety was a positive predictor of teaching anxiety; (d) teaching anxiety mediated the link between foreign language anxiety and self-efficacy. This study highlights the importance of addressing language teachers' foreign language anxiety and teaching anxiety, and provides insights into enhancing teachers' self-efficacy.

The Impact of Foreign Language Anxiety on EFL Learners’ Attitudes Towards Blended Learning

This study investigates the attitudes of Saudi English as a foreign language (EFL) learners toward blended learning and explores the impact of foreign language anxiety on shaping these attitudes. The study sample selected purposively consisted of 118 participants. A quantitative research approach was employed, utilizing a self-reported questionnaire to assess learners’ foreign language anxiety and their attitudes toward blended learning. The study yielded the following significant findings: First, the results revealed that EFL learners exhibited positive attitudes toward blended learning. Second, findings indicated that EFL learners involved in blended learning exhibited a moderate level of foreign language anxiety. Third, the study revealed that foreign language anxiety had no significant impact on the following four key constructs of attitudes toward blended learning: flexibility, study management, classroom learning, and online interaction, as well as overall attitudes. However, it was observed that the high-anxiety group exhibited more positive attitudes toward online learning and technology in blended learning compared with the low-anxiety group. These findings have pedagogical implications for educators and practitioners designing and implementing blended learning approaches in EFL classrooms. The study results recommend integrating blended learning in higher education, taking into account high-anxiety learners’ preferences of two aspects of blended learning: online learning and the integration of technology.

Influence of Cooperative Learning on Foreign Language Anxiety and Intrinsic Motivation of English Major Freshmen in China

In China, the English major freshmen can be easily influenced by anxiety, and the major choosing of higher education is made by students, for the learning of English speaking, whether it is stimulated by intrinsic motivation and its effect on learning is worth to explore. In foreign language learning field, the foreign language anxiety (FLA) and intrinsic motivation (IM) are extensively researched, but studies focus on English major students are few, methods to reduce the foreign language anxiety and promote the intrinsic motivation are also limited. Cooperative learning is widely used in foreign language teaching and learning, but few research focus on its influence on the affective factors of learners. As it is proved that the foreign language anxiety have negative influence on English learning and the intrinsic motivation is of positive effects, for Chinese students, the English speaking is the most difficult practical ability for them to learn. Therefore, helping them to reduce the foreign language anxiety and promote the intrinsic motivation is of significance. The current study involved a total of all 100 English major freshmen (from 2 classes, each 50 students) from one public university in China. Using a questionnaire aimed to explore their level of foreign language anxiety and intrinsic motivation and a cooperative learning course construction as research instruments. All students will be asked to do the questionnaire before and after a 10-weeks’ English speaking course, and all the 100 students will be divided into two group---experimental group (Group A) and control group (Group B), with the experimental group using the cooperative learning course construction in the English speaking course and the control group using the traditional teacher-centered teaching method. The main finding of this study is that the cooperative learning method can reduce the foreign language anxiety and promote the intrinsic motivation in the English speaking learning.

A COMPARISON OF FOREIGN LANGUAGE ANXIETY IN TWO DIFFERENT SETTINGS: ONLINE VS CLASSROOM

The purpose of the study was to examine and compare the foreign language anxiety (FLA) levels of English preparatory school students in two settings namely online and in person classroom lessons. An explanatory mixed-method research design was adopted to accomplish the aim. Two questionnaires were used in the first part to collect quantitative data, and the sample cohort consisted of 234 students from six Turkish state universities. The quantitative data were examined through descriptive and inferential statistics. The findings showed that moderate levels of FLA were present in both online and in person classroom instruction among participants. It was discovered that the FLA levels in two settings differed in a statistically significant way. In consonance with quantitative results, semi-structured interviews with 10 volunteers were done to collect further data. Thematic analysis was used to resolve the qualitative data from the interviews, and as a result, four key themes – interaction, anxiety, problems, and language points – emerged. Students preferred classroom settings for interaction since they could interact in person classroom lessons. Additionally, it was shown that technical issues such as disconnections and speech interruptions caused distress in language learners.

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.

The Influence of Big Five Personality Traits on Foreign Language Classroom Anxiety

Knowledge of a foreign language helps people from different cultures exchange experiences, expertise, and ideas worldwide. It is considered a valuable asset in the professional field and may be highly useful in personal life. Foreign language classroom anxiety is a phenomenon associated with fear and nervousness that occurs in a language learning context. Foreign language classroom anxiety often leads to a decrease in overall process efficiency, motivation loss, and avoidance of language practice. The aim of this study is to investigate, whether Big Five personality traits contribute to foreign language classroom anxiety. Four hundred and fifty-two foreign language learners aged between 16 and 70 participated in the study. Participants were given а Big Five personality inventory to assess their personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to new experience), and a foreign language classroom anxiety scale which measures the following components: test anxiety, fear of negative evaluation, and communication apprehension. Linear regression was used as an analysis method. The results revealed that neuroticism positively predicted fear of negative evaluation, communication apprehension, and test anxiety. Extraversion negatively predicted fear of negative evaluation, communication apprehension, and test anxiety. Openness to experience also negatively predicted all three foreign language anxiety components. The results of the study suggest that knowledge of learners’ Big Five personality traits may decrease the levels of foreign language anxiety in a classroom.

EFL learners’ problematic use of social media usage, classroom anxiety, perfectionism, and language attainment: correlations and perceptions

BackgroundThe effect of social media (SM) on university students' educational progress and mental health has been studied in various contexts. However, the correlation between Chinese EFL learners' use of SM (problematic and non-problematic) and their language achievement, foreign language anxiety, and perfectionism requires further investigation.ObjectivesTo address this gap, a mixed-method research design was utilized. This study recruited 480 English language learners from Ningbo University of Finance and Economics in China using convenience sampling.MethodSM usage questionnaires, a perfectionism scale, a foreign language anxiety scale, self-assessment grids (CEFR) developed by the Council of Europe, and an interview checklist were used to collect data. Descriptive statistics (mean and SD) and Pearson correlation coefficient for each question were analyzed using SPSS. Thematic analysis was used to analyze the interviews.ResultsThe results revealed that problematic use of social media is associated with several negative consequences, such as low language achievement, high foreign language anxiety level, high academic burnout, and negative aspects of perfectionism.Conclusions and implicationsThese findings have theoretical and practical implications for language learners and teachers. The results can inform language educators about the potential negative effects of problematic SM use on language learning outcomes, mental health, and well-being. It is important to raise awareness of problematic SM use and to promote healthy SM habits among language learners. Additionally, the study highlights the importance of promoting the non-problematic use of SM as a potential resource to enhance language learning outcomes.

Foreign Language Anxiety and Academic Achievement: Is There Any Relationship in Between?

Psychological factors can contribute to the devitalization or acceleration of foreign language learning. Foreign Language Anxiety (FLA) is widely discussed in various studies, namely on Second Language Acquisition (SLA). This research aims to explore one of the psychological effects of learning a foreign language, specifically Foreign Language Anxiety (FLA), and its effect and correlation on academic achievement. 43 undergraduate students from the Department of English were chosen as the participants of the study. To conduct the findings, this study adopts a quantitative approach with descriptive analysis and Pearson correlation. The findings of the study presented that the students encounter a moderately low level of foreign language anxiety (M = 2.75, SD = .86). The findings also reveal that the relationship between the students’ foreign language anxiety level and academic achievement shows no correlation between one another (r = -0.9). The implication of this study is that language teachers should continuously encourage students to be more self-assured in their second language learning as well as alleviate their language anxiety level.

PERBEZAAN GENDER DAN STATUS SOSIOEKONOMI TERHADAP KEBIMBANGAN BAHASA ASING DALAM KALANGAN PELAJAR UNIVERSITI AWAM DI SABAH

This study was conducted to identify the level of foreign language anxiety (FLA), gender differences,and socioeconomic status influence on FLA among public university students in Sabah. The research wascarried out at Universiti Malaysia Sabah (UMS) and Universiti Teknologi Mara (UiTM) branch in KotaKinabalu, Sabah. A total of 358 respondents, consisting of 104 males and 254 females, participated in thisstudy. The research adapted the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire developedby Horwitz, Horwitz, and Cope (1986). Data analysis was performed using the Statistical Package for SocialScience (SPSS) version 28.0. The study results indicated that the level of FLA among public university studentsin Sabah is at a moderate level. The study also showed gender differences in FLA among male and femalestudents (p < .05), where female students (M = 97.97, SD = 20.88) exhibited higher levels of FLA compared tomale students (M = 91.22, SD = 20.09). Furthermore, the study revealed socioeconomic status differences inFLA among public university students in Sabah (p < .05). The findings showed that students from lowsocioeconomic status were reported to have high levels of FLA (M = 97.72, SD = 21.02). On the other hand,students from high socioeconomic status had lower levels of FLA (M = 83.63, SD = 16.79). The findings of thisstudy can provide a deeper understanding and clarity for students, parents, and educators regarding the issue ofFLA that often occurs among students. Suggestions for future research include expanding the scope of locationsand study samples, diversifying data collection methods, and conducting longitudinal studies.

FOREIGN LANGUAGE ANXIETY AMONG ISLAMIC DEGREE STUDENTS: EXPLORING ITS IMPACT ON ACADEMIC PERFORMANCE AT THE TERTIARY LEVEL INSTITUTION

This study explores the prevalence and impact of foreign language anxiety (FLA) among Islamic degree students at a tertiary level institution in their English language learning journey. FLA is commonly characterized by uneasiness associated with learning a new or additional language and has been recognized as a psychological barrier in language learning. The study's primary objectives are to identify FLA levels among Islamic degree students and study the correlation between FLA and students' exam grades using the Foreign Language Classroom Anxiety Scale (FLCAS). Employing a quantitative approach, the study administered FLCAS questionnaires to 181 participants, and data analysis was conducted using SPSS. Results revealed that communication apprehension recorded the highest mean (3.43), signifying a high degree of anxiety among the respondents. Conversely, the remaining FLCAS components, namely test anxiety (mean = 3.20), fear of negative evaluation (mean = 3.40), and fear of English class (mean = 3.02), demonstrated an average level of anxiety. Overall, FLA among the Islamic degree students was generally rated at a moderate level (mean = 3.28). Furthermore, the subsequent correlation analysis between FLA and students' exam grades displayed a weak positive relationship (r = 0.184), suggesting that FLA may offer facilitative insights into language learning performance.

Exploring Foreign Language Anxiety in the Chinese EFL Classroom: A Case Study

This study aimed to examine the factors affecting foreign language anxiety (FLA) in Chinese tertiary EFL classrooms. This study adopted a descriptive case study design involving 490 EFL students from one public university in China. Data were collected via a self-reported questionnaire and semi-structured interviews. The findings reported a moderate level of FLA among the students. Internal and external factors affected the student’s FLA, including performance anxiety, perceived lack of proficiency, low motivation, relationship challenges, and learning environment-related challenges. These findings implied universities should enhance the physical and pedagogical learning environment to sustain quality EFL teaching and learning.