Levels Of Language Anxiety Research Articles

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.

Determinants Of English Language Anxiety With Respect To Educational Background Among Undergraduate University Students: A Comparative Study

A large group of English language students especially students belonging to all educational levels are anxious in language education progression. Several studies have deduced that anxiety can be an obstacle to success in second or foreign language learning. The purpose of this study was to compare language anxiety of different educational[1] background in Pakistani education system. The research undermines a quantitative research methodology follows a deductive approach. For this research, the target population was undergraduate students of different educational backgrounds of private University. The sampling technique for this research was Purposive Sampling. The sample size for this study was 349 whereas; the data was collected through primary sources. The collected data was then analyzed through Pearson Correlation tests, T tests. The reliability of the data was analyzed through Cronbach Alpha. Since this study was a comparative study, in this regard the research paper attempted to compare the test anxiety of students of Matric system with the Cambridge System. Essentially, there is a very slight difference in the levels of language anxiety between matric and Cambridge students of Private Universities of Karachi. Like previous conducted research this study also revealed that nonnative language especially in higher level i.e. in university level is the most anxiety exasperating second language skill.

Unravelling the relationship between language anxiety and foreign language speech fluency in a monologue production

ABSTRACT This study investigated the interplay between language anxiety of advanced foreign language learners and their speech fluency measured with temporal indices. Language anxiety levels of 59 university level students of English were identified with the Input, Processing and Output Anxiety Scale (the IPOAS; MacIntyre & Gardner, 1994. The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning.’ Studies in Second Language Acquisition 16 (1): 1–17. doi:10.1017/S0272263100012560) and the Post-Session Survey on Anxiety. The former informed about the levels of anxiety experienced at three stages of linguistic processing, hence, input anxiety, internal processing anxiety, and output anxiety. The latter was applied to identify language anxiety levels exhibited during a monologue production, reported as task-specific language anxiety. Speech samples from the performance were analyzed for fluency breakdown (the number of filled and silent pauses), speed of speech (articulation rate), and composite measures (speech rate). The findings revealed that the advanced foreign language learners with higher levels of internal processing anxiety and output anxiety used filled pauses more frequently. Furthermore, the levels of output anxiety and task-specific language anxiety were inversely related to speech and articulation rate. The study also showed statistically significant differences in the production of filled pauses and speech rate between advanced foreign language learners with low and high levels of language anxiety as measured by the IPOAS.

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

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

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 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.

Inducing Imitation Technique as a skill to acquire English Language Proficiency of Engineering Students

Abstract——Engineering students are tomorrow’s problem solvers. They are going to provide technical and innovative solutions and services to solve societal problems and make life easier. This necessitates today’s engineering student to acquire numerous skills to prepare themselves for not only national work front but also international work front. The ever evolving and challenging role of today’s engineer makes today’s students work on building and updating themselves on the required core technical skills but they fail to work on their English language skills. For many engineering students it has been observed that they have anxieties associated with the English language which in turn hinders their performance. This study is a humble try to induce Imitation Technique as a skill to help engineering students acquire English language Proficiency. Lot of work has already happened on how to improve students English Language skills but this study has an edge over by providing a unique method to not only learn English language but acquire English language without juggling through the tough grammatical rules of the language. The study focuses to strengthen the twelfth Program Outcome of the Engineering Attribute that is “Life Long Learning.” The study was conducted on freshman engineering students of a technical University. The study used quantitative research approach. The study investigated what are the apprehensions and anxieties students have towards English language and how Imitation Technique helps them overcome their apprehensions. The Public Speaking Class Anxiety Scale (PSCAS) was used to find out the pre intervention status and post intervention results of the students. The post intervention status shows reduced English language anxiety level and how students have successfully been able to acquire English language through Imitation technique. Keywords—Engineering students; English language Anxiety; Imitation Technique.

Zooming into the L2 Speech Fluency Markers of Anxious and Non-Anxious Advanced L2 Learners – an Extreme Case Sampling Report

The study examines selected temporal markers of L2 utterance fluency in the speech of advanced L2 learners who exhibit high (HLA) and low (LLA) language anxiety levels. Out of the pool of 59 participants, six HLA and six LLA individuals were selected for an in-depth analysis on the basis of their scores on the Foreign Language Classroom Anxiety Scale (the FLCAS) (Horwitz, Horwitz, & Cope, 1986). Speech samples from a monologue task were examined for selected L2 utterance fluency measures: filled (FP) and silent pause (SP) frequency, mean length of silent pause (MLSP), articulation rate (AR), speech rate (SR), and mean length of run (MLR). The results provided insights into the L2 speech fluency profiles of anxious and non-anxious individuals. The analysis disclosed relatively higher frequency and disparate application of FPs, slower speed of speech, and more varied profiles in MLR in the HLA group as compared to the LLA group. The findings yield pedagogical and methodological implications.

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.

The Impacts of Foreign Language Anxiety on Students in English-Medium Instruction Classes in the Central Region Universities, Vietnam

This study investigates the anxiety frequency of students in English-medium instruction classes and its relationship with gender and English performance. The questionnaire was administered to 300 students in three universities in Central Vietnam. The follow-up interviews and classroom observations were conducted to obtain more insights into the research problems. The results revealed that the EMI students had moderate levels of anxiety. The most provoking causes of students’ anxiety were worries about making mistakes, inconfidence during speaking tasks and fears of negative judgment from peers and teachers. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between students’ foreign language anxiety levels and their English competence. No statistically significant relationship was found between male and female students. The study provides several pedagogical insights for curriculum designers, educators and teachers to improve the quality of English-medium instruction courses in the Vietnamese context.

The Correlation between Foreign Language Anxiety and Willingness To Communicate Among Students of Arabic As A Foreign Language

A language is an important tool for communicating with people around the world, especially for educational purposes. Many foreign language classes are being offered in a lot of institutions nowadays. However, learning and communicating using a new foreign language may cause learners to be anxious in the classroom compared to speaking their first language. Hence, the present study aimed to investigate students' level of foreign language anxiety and determine its relationship with the willingness to communicate in Arabic as a foreign language. 110 students taking Arabic as the third language course at an advanced level, which is the third level, from a public university in Malaysia were chosen to complete two questionnaires, Foreign Language Classroom Anxiety scale and Willingness to Communicate scale. The findings of this study reveal that the level of language anxiety among students was moderate, and there is a negative correlation between foreign language class anxiety among the students and their willingness to communicate, which indicates that students' willingness to communicate decreases when their anxiety level increases. From this study, students’ anxiety affects their communication in class. Thus, it is suggested that the instructors encourage students to speak in class and do activities to reduce their anxiety as well as boost their confidence. e is a negative correlation between foreign language class anxiety among the students and their willingness to communicate, which indicates that students' willingness to communicate decreases when their anxiety level increases. From this study, students’ anxiety affects their communication in class. Thus, it is suggested that the instructors encourage students to speak in class and do activities to reduce their anxiety as well as boost their confidence.

Relationship Between Oral Language Anxiety and Students’ Arabic Language Learning Outcomes in Malaysian Secondary Schools

Anxiety is an affective factor that plays an important role in affecting the mastery and achievement of language learning. This study aims to examine the level of oral language anxiety and its relationship with learning outcomes among religious secondary school students in Malaysia. The questionnaire was distributed to 500 form four students from 20 religious secondary schools. Findings show that the levels of oral language anxiety are moderately high level with values (Min = 3.48; SP = 0.64). The significant relationship between student learning outcomes and listening anxiety skills (r = -.121, p <.05) and speaking anxiety (r = -.154, p <. 05) at a significance level of 0.01. This study suggests that teachers should always be sensitive to the psychological needs of students by always providing motivation, and encouragement and using effective teaching methods to overcome the anxiety of learning Arabic.

Effect of English Language Learning Anxiety on Learner's Interactive Language Activities at Matriculation in Punjab

The psycholinguistic aspect of English Lexicon schooling as a foreign language plays a crucial character in the enlightenment of learners. Present-day research is focused to get an answer about the agitation and anxiousness level of English language learning in Matriculation students, both in public schools and private schools in Lahore, Punjab. To carry out this study, using FLCAS as a research instrument, data was collected from 800 participants, an equal number of learners from government and private institutions, as well as an equal number of female and male students. Data analysis was done by SPSS, it was found that learners experience moderate level to high levels of language anxiety in classroom situations. However, T-tests were adapted to figure out the difference in anxiety levels between government school and private school students. Similarly, a T-test was adapted to figure out the difference in anxiety levels among female and male learners.

The Relationship between Language Learning Anxiety and English Language Speaking Performance among Pre-Diploma Students at A Public University in Malaysia

Language learning anxiety has been known to have a serious effect not only on students' language performance but also on second language learning processes. This study aims at investigating the relationship between English Language Anxiety and English language speaking performance among pre-diploma students at a public university in Malaysia. The objectives of the study are to investigate the students’ language anxiety levels and explore the major causes of anxiety among them as they make a transition from secondary to tertiary education. The participants of the study will be 120 pre-diploma students enrolled in Proficiency Level English as a second language course at UiTM Perak. The data was collected through the distribution of questionnaires adapted from Horwitz’(1989) Foreign Language Classroom Anxiety Scale (FLCAS) which consists of 33 statements. Pearson Correlation was used to determine the relationship between students’ anxiety level based on the results of FLCAS and the students’ performance on the ‘speaking’ component of their formative assessment.

The role of different foreign language teaching methods on the level of language anxiety and the effectiveness of anxiety control empowerment courses on the evolution of language learners' learning patterns

The role of different foreign language teaching methods on the level of language anxiety and the effectiveness of anxiety control empowerment courses on the evolution of language learners' learning patterns

The Relationship Between Bilingual Children’s Language Anxiety and Learning Motivation

The goal of this study is to examine whether increased relatedness among bilingual children would decrease their language anxiety and improve their self-motivations in learning a foreign language. The relatedness in this study is defined as a innate psychological need for motivations by self-determination theory. Their language performance skills are also being observed under the control of relatedness. This article reviewed several past research on the discussion of language anxiety’s impact on Bilingual children. Existed research showed learning motivations would improve under an increased relatedness and relaxing learning environment. Under this scenario, it would decrease the level of language anxiety, and students’ language performances could be benefited. The outcome of a low level of language anxiety also shows significance in ameliorating students’ positive attitude towards learning a foreign (English) language. This review gives teachers pointers on how to form a proper classroom setting where students are more likely to be motivated to speak out and less likely to be anxious about doing so, both of which may boost their students’ academic achievement.

Language Anxiety Among Students of English Language Departments

The current study aimed to identify the linguistic anxiety among students of the English language departments at the University of Baghdad according to the variable (gender - and grade), the study sample consisted of (212) male and female students from the English Language Department at the College of Education Ibn Rushd, by (58) males (154) females, were selected in a stratified random proportional method, and the researcher used the correlational descriptive approach in her study. To achieve the objectives of the current research, the two scales of linguistic anxiety prepared by (Kim, 2000) were adopted, and after verifying the psychometric properties of both scales, they were applied to the current research sample, and through the use of appropriate statistical means with the help of the statistical bag for social sciences (SPSS), the study reached the following most prominent results: Students of English language departments in general, according to gender and grade variables, have a low level of language anxiety.

Исследование эффективности геймификации в уменьшении языковой тревожности у взрослых: кейс-стади

The aim of this research is to analyze the level of language anxiety among adult students and evaluate the effectiveness of incorporating gamification elements into the language learning process. The primary objective is to address the pressing need to reduce language anxiety and enhance the overall educational experience for adults studying a foreign language. We employ a multi-phase research approach involving a small group of five participants with diverse educational and cultural backgrounds. These phases yield valuable insights into the nature of language anxiety and the impact of gamification integration on students' attitudes and success. The research findings confirm the prevalence of language anxiety among adult students and underscore the potential of gamification as a successful strategy for reducing it. The introduction of gamification elements fosters a positive educational environment, promoting engagement, the development of camaraderie, and resilience among participants. As a result, students exhibit higher motivation, reduced fear of making mistakes, and a more positive attitude toward the language learning process. Further research can delve deeper into the analysis of specific gamification methods and their long-term consequences, as well as explore the applicability of this approach in various language learning contexts. From a practical perspective, this work has the potential to revolutionize language education by breaking down language anxiety barriers and promoting a more engaging and effective learning experience. Ultimately, the primary contribution of this research lies in demonstrating that gamification can not only reduce language anxiety but also change students' attitudes toward errors and challenges, enriching their language learning journey and providing benefits to both educators and adult students.