A measure of Chinese language learning anxiety: Scale development and preliminary validation

Luo, Han

doi:10.1515/caslar-2014-0009

Cited by 15 publications

(21 citation statements)

References 19 publications

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“…A moderate level of disposition toward writing means that students view themselves as surely capable of maintaining an active writing life (Le, 2004;Luo, H., 2014;Pytash & Li, 2014). However, the writing disposition of students may have influenced their writing anxiety.…”

Section: Discussionmentioning

confidence: 99%

“…The present study demonstrated a positive correlation between anxiety and disposition in writing, but a high correlation does not give researchers the evidence to make a cause-and-effect statement (Chan, 2003). A moderate level of disposition toward writing means that students view themselves as surely capable of maintaining an active writing life (Le, 2004;Luo, H., 2014;Pytash & Li, 2014). However, the writing disposition of students may have influenced their writing anxiety.…”

Section: Discussionmentioning

confidence: 99%

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The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

Çocuk¹,

Yelken²,

Özer³

2016

EJER

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Problem Statement: Writing is important in secondary schools because it underpins the performance of students in most examinations. Writing disposition, which specifically deals with the aspects of students' attitudes toward writing, has also been studied by some researchers. Purpose of the Study:This study reports on the result of a study on the writing anxiety and writing disposition of Turkish students from different socio-economic status backgrounds studying at public secondary schools. Determining whether there is a significant difference between the secondary school students' scores from writing anxiety and writing disposition constitutes the research problem of this study.Method: This descriptive study uses a correlational survey model. The participants included 707 students from grade five through eight, who attended two different tests: the Writing Apprehension Scale and Writing Disposition Scale. Findings:The results showed that three of the six variables under study (gender, anxiety and writing disposition levels was found. Apparently, the more students liked Turkish course, the more anxious they became; a significant difference was found for the variable "positive attitude toward Turkish courses" for both scales. The results also showed that female students are more likely to encounter writing anxiety than male students. Conclusion and Recommendations:The severity of writing anxiety should be dealt with carefully as it can prevent students from becoming competent writers. The link between writing anxiety and writing disposition proposed in this article further explores the advantages and disadvantages of these two aspects of writing. It is recommended that writing anxiety be studied in different contexts because further understanding the reasons for anxiety when students produce qualified writing can be elaborated in this way.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

Çocuk¹,

Yelken²,

Özer³

2016

EJER

View full text Add to dashboard Cite

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“…The data collection lasted 4 months. A 98-item survey was compiled, including a Chinese Language Learning Anxiety Scale (Luo, 2014), eight subscales adapted from the in-ternational Attitude and Motivation Test Battery (Gardner, 2010), and a background questionnaire. The items on the survey were translated into Chinese by the researcher and back translated by an English teacher at a university in China.…”

Section: Methodsmentioning

confidence: 99%

“…The participant demographics are presented in Table 1. (Luo, 2014). This scale was chosen because it targets Chinese language learning anxiety and measures anxiety in all four skills (i.e.…”

Section: Participantsmentioning

confidence: 99%

Anxiety in Chinese Language Learning: Relationship to Motivation, Attitude, and Achievement

Wang¹,

Du²

2020

EJREP

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Introduction. In the past decades, studies have been conducted to explore the role of anxiety in the learning of Western languages such as English, French, and Spanish. However, when it comes to the predictive relationship between anxiety, motivation, attitude, and Chinese achievement, the findings are inconclusive. This study aims to test a model of relationship among anxiety, motivation, integrativeness, attitude, and Chinese achievement. Method. Structural equation modeling was conducted on a sample of 223 international students enrolled in Chinese courses at a university in China. A total of 14 variables indicating anxiety, motivation, integrativeness, attitudes toward the learning situation, and Chinese achievement were included in the analysis. Results. Results indicated that students of Chinese experienced a moderate level of anxiety in Chinese learning. Anxiety had a direct and negative effect on Chinese achievement. Positive attitudes toward the learning situation had a positive effect on students' motivation to learn. However, in the current sample, integrativeness and motivation are not separable, instead they formed a general motivation construct that predicted students' course grades but not proficiency test grades. Discussion and Conclusion. The results of structural equational modeling generally confirmed Gardner's socio-educational model of second-language acquisition. Consistent with previous literature on second language anxiety, this study found a small negative effect of anxiety on achievement and a strong positive effect of attitudes toward the learning situation on motivation. In addition, motivation predicted Chinese achievement when it is measured by course grade. It is therefore appropriate to conclude that anxiety and motivation both contributed to the prediction of Chinese achievement when it was measured by course grade.

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“…Learners of foreign language feel uneasy in the foreign language classroom as they find it difficult to speak because they try to avoid errors; such therefore affects their classroom participations. Nervousness is a problem, and it occurs when they are engaged in any of the language skills (Horwitz, Horwtiz & Cope, 1986;Cheng, 2002;Luo, 2014;Chow, Chiu & Wong, 2018), this is witnessed in the clinical experience of Horwitz, Horwtiz & Cope (1986) with speaking and listening, while speaking was identified as to have shown the most frequent level of anxiety. The learners experience anxiety when they find it difficult to discriminate the sounds, the structure and even the content of message of their target language.…”

Section: Introductionmentioning

confidence: 99%

Examining the Level of Foreign Language Classroom Anxiety among ELT Undergraduate Students: A Quantitative Approach

Wappa¹,

Pembi²

2021

IJRISS

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The study is aimed at investigating the nature of anxiety experienced by university ELT major undergraduate students; a representative number of 60 students from the ELT department at Cyprus University (pseudonym) in Turkish Republic of Northern Cyprus (TRNC) participated. The quantitative data for the study was collected using two universally used instruments, the foreign language classroom anxiety scale (FLCAS) and the foreign language reading anxiety scale (FLRAS). A quantitative approach was adopted for the study and the data obtained was statistically analysed using SPSS version 25. The general findings of the study indicate that the general foreign language classroom anxiety (FLCA) is slightly higher than the foreign language reading anxiety (FLRA) as experienced by the students. In addition, it shows no significant difference between ages in both FLCA and FLRA. Finally, it equally shows that there is no statistical difference between male and female in both FLCA and FLRA.

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A measure of Chinese language learning anxiety: Scale development and preliminary validation

Abstract: As the Foreign

Cited by 15 publications

References 19 publications

The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

Anxiety in Chinese Language Learning: Relationship to Motivation, Attitude, and Achievement

Examining the Level of Foreign Language Classroom Anxiety among ELT Undergraduate Students: A Quantitative Approach

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