An Ecological Study of Foreign Language Writing Anxiety in English as a Foreign Language Classroom

Saghafi, Khatereh; Adel, Seyyed Mohammad Reza; Zareian, Gholamreza

doi:10.1080/17475759.2017.1367954

Cited by 17 publications

(17 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, using an ecological framework of analysis, recent research (e.g. Gkonou 2017;Kasbi & Elahi Shirvan, 2017;Saghafi, Adel, & Zareian, 2017) has stressed the contribution of nested contextual agents to the emergence of language anxiety patterns.…”

Section: Foreign Language Enjoyment and Anxietymentioning

confidence: 99%

Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling

Shirvan¹,

Talebzadeh²

2020

Eurasian Journal of Applied Linguistics

View full text Add to dashboard Cite

With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried to micro-map foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) from a dynamic perspective. However, the signature dynamics of learners' FLCA, as a negative emotion, and FLE, as a positive emotion, are yet to be explored. Inspired by Dörnyei (2014), we used the innovative approach of retrodictive qualitative modeling (RQM) to explore the signature dynamics of the two variables. Having identified the learner archetypes of FLE and FLCA via focus-group interviews with a group of teachers regarding their learners' enjoyment and anxiety experiences, we conducted in-depth interviews with one prototypical student from each archetype in order to discover the trends and trajectories leading to a specific outcome or attractor state by tracking and investigating the dynamic occurrences backwards. The results provided us with new insights into the dynamic trends leading to different archetypes of FLE and FLCA as well as the adoptability of the RQM to studies on the dynamics of enjoyment and anxiety.

show abstract

Section: Foreign Language Enjoyment and Anxietymentioning

confidence: 99%

Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling

Shirvan¹,

Talebzadeh²

2020

Eurasian Journal of Applied Linguistics

View full text Add to dashboard Cite

show abstract

“… Aida (1994) held the opinion that FLA is unique to the language learning process and there are fear and nervousness in self-consciousness, emotions, beliefs, and behaviors related to classroom language learning. Recently, with the application of dynamic approach to FLA, FLA was regarded as an emotion of multi-faceted nature and in a fluctuating state over time, even from second to second and from minute to minute ( Saghafi and Elahi Shirvan, 2020 ) and the fluctuation of FLA was reported to be affected by contextual factors ( Gkonou, 2017 ; Saghafi et al, 2017 ).…”

Section: Foreign Language Learners’ Negative Emotionsmentioning

confidence: 99%

A Review of Foreign Language Learners’ Emotions

2022

Front. Psychol.

View full text Add to dashboard Cite

In the past half century, the research on emotions of foreign language learners (FLL) has shifted the focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions, and currently to mediators of multiple emotions. Of the FLL’s negative emotions, foreign language anxiety (FLA) attracts the most attention. Researchers have widely discussed the relationship between FLA and foreign language achievement, the influencing factors of FLA, the dynamicity of FLA as well as regulation and intervention strategies of FLA. Foreign language enjoyment (FLE) is the most heavily studied research subject on FLL’s positive emotions. Researchers generally focus on the influencing factors of FLE, the dynamicity of FLE and the relationship between FLE and FLA. With the implementation of holistic education, emotional intelligence (EI), a mediator of multiple emotions of FLL, has been becoming a newly hot topic in the field of FLL’s emotions. By reviewing the previous studies, this paper proposes that the future research on FLL emotion needs to expand the research perspectives, enrich the research topics, and innovate the research methods.

show abstract

“…Language anxiety is triggered by personal and interpersonal anxiety, the expectations or beliefs of learners about language learning, the self-confidence of the educator in teaching, teacher-learners in contact procedures in the classroom, and language testing (Chen & Hwang, 2020;Phongsa et al, 2018;Putwain & von der Embse, 2021;Saghafi et al, 2017;Toyama & Yamazaki, 2019). Anxious learners can suffer from anxiety in relation to a variety of aspects of the language teaching-learning process, talking to other learners, the language class, their peers' actions, and taking exams (Dewaele & Pavelescu, 2019;El-sakka, 2016;Kruk, 2019).…”

Section: Figure 2 Diagram Of the Distribution Of Three Factors That Influence Students' Anxietymentioning

confidence: 99%

“…Especially in English classes, they have to express their views using words they have never used before. A couple of studies conducted by Chen and Hwang (2020); García-Pastor and Miller (2019); Hamzaoğlu and Koçoğlu (2016); Phongsa et al (2018); and Saghafi et al (2017) depicted that anxiety is one of the big factors that may hamper the ideal continuity of teaching and learning processes. As reviewed from scientific works dedicated by the experts of psychology, such as Moxnes (2018); Murrough et al (2015); Renner et al (2018); and Tsekova et al (2021), it can be noted that anxiety itself is some sorts of tensions associated with subjective feelings, the extent of apprehension, and the degree of nervousness as well as worries correlated with nervous system stimulation caused by the fear that is more or less caused by one's illusions or bad projections of something.…”

Section: Introductionmentioning

confidence: 99%

EFL Islamic Elementary Students’ Anxiety in Learning English

Noviyenti

2021

AIJP

View full text Add to dashboard Cite

This study investigates elementary school students’ anxiety over learning English, the influential factors of their anxiety, and the teacher’s strategies to reduce their anxiety. Anchored in a mixed research method, 75 fifth grade students at SDIT Robbi Rodhiyah in Curup, Bengkulu, Indonesia were involved as the sample for quantitative investigations into their learning anxiety levels and the influential factors of their anxiety. In addition, one English teacher was recruited as the qualitative subject to be interviewed on the teacher’s strategies to reduce students’ anxiety. The quantitative investigations deployed the FLCAS questionnaire developed by Horwitz, and the qualitative investigation conducted interviews with the English teacher. Descriptive statistics were employed to analyze questionnaire data, and an interactive model was undertaken to analyze interview data. The results revealed that the students were at a high level of English learning anxiety. Their anxiety stemmed from some factors such as anxiety over tests, fear of negative evaluation, and communication apprehension. In efforts to help students cope with and reduce their English learning anxiety, the teacher applied some strategies such as relaxation, music and laughter, self-encouragement, and additional considerations resting upon students’ to help them reduce their anxiety.

show abstract

An Ecological Study of Foreign Language Writing Anxiety in English as a Foreign Language Classroom

Cited by 17 publications

References 43 publications

Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling

Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling

A Review of Foreign Language Learners’ Emotions

EFL Islamic Elementary Students’ Anxiety in Learning English

Contact Info

Product

Resources

About