An Exploration of Foreign Language Anxiety and English Learning Motivation

Li, Meihua; Huang, Wenhong

doi:10.1155/2011/493167

Cited by 181 publications

(159 citation statements)

References 32 publications

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“…Previous research has offered valuable insights into the fact that FL anxiety among EFL learners has been singled out as a major factor that impede the process of language learning and significantly hinders English language proficiency (Liu & Huang, 2011;Olivares-Cuhat, 2010;Krashen, 1987). The investigation of FL anxiety becomes rather significant if various psychological theories related to foreign/second language learning are considered.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Analysis of Preparatory Year Students’ FL Anxiety

Asmari

2015

IJEL

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This study investigated preparatory year students from a Saudi University to identify anxiety they experience during their English language classes. The participants were 76 preparatory year students with high English language proficiency and 64 with low English language proficiency. A translated version of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986) was administered to generate data for this survey. Descriptive analyses and Independent-samples t-test were run to identify the participants' perceptions related to four categories of Foreign Language (FL) anxiety as well as to see whether any significant differences exist due to their English language proficiency. The results of this study have revealed that Saudi EFL preparatory year students suffer from medium level of FL anxiety. Among four types of FL anxiety, the participants have reported that they suffer the most from communication anxiety followed by negative evaluation anxiety, anxiety of English classroom and test anxiety respectively. The present findings haven not exhibited any significant differences in the perceptions of Saudi preparatory year students regarding FL anxiety in relation to their English language proficiency. It is recommended that EFL teachers try their level best to decrease anxiety level by making their classroom proceedings interesting and stress free. This seems advisable for EFL teachers to enhance the possibilities of their students' participation in class activities by letting them know in advanced so that they are able to prepare those topics well. Generally speaking, it transpires that though Saudi preparatory year students bear moderate level of FL anxiety that can easily be addressed by exploiting appropriate teaching techniques to help them overcome their anxiety and perform better in their language classes.

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Section: Introductionmentioning

confidence: 99%

A Comparative Analysis of Preparatory Year Students’ FL Anxiety

Asmari

2015

IJEL

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“…According to Brown (2007), anxiety plays a major affective role among the affective factors in second or foreign language acquisition. It is the most powerful predictor on the students' performance among the affective factors (Liu & Huang, 2011). Also Krashen (1987) related the affective factors to success in second or foreign language acquisition or learning.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Reading Anxiety in a Jordanian EFL Context: A Qualitative Study

Al-Shboul¹,

Ahmad²,

Nordin³

et al. 2013

ELT

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In the last two decades, investigating the sources of foreign language anxiety in general has increasingly attracted the attention of many researchers in the field of foreign language teaching. However, the sources of anxiety that influence the acquisition of certain specific language skills such as reading in particular have rarely been investigated. Thus, the aim of this study was to explore and understand the underlying problems and factors that contribute to reading anxiety faced by EFL students at Yarmouk University, Jordan. It was a qualitative exploration of the sources of English language reading anxiety for which observation, semi-structured interviews and diaries were collected from six informants with different levels of English language proficiency. The findings of the study revealed that there were two aspects of foreign language reading anxiety: personal factor and text feature. Under the concept of personal factor there were also two main sources of foreign language reading anxiety, which are: afraid of making errors and worry about reading effects. On the other hand, there were three main sources of foreign language reading anxiety under the concept of text feature, which are: unknown vocabulary, unfamiliar topic, and unfamiliar culture. The five main sources of foreign language reading anxiety were arranged according to their occurrences and percentages in the study. Moreover, recommendations were proposed.

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“…The pre-listening activities are meant to have the student reflect on prior knowledge, predictions and to structure their ideas (Joyce et al, 1992). They would then listen to the song four times with active participation through writing.…”

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 99%

“…"Foreign language anxiety" was first introduced and established by Horwitz, Horwitz, and Cope (1986) as 'a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process.' Anxiety has also been tied to lower motivation to learn the language (Alrabai, 2011;Clément, Dörnyei, and Noels, 1994;Ehrman and Oxford, 1995;Hao, Liu, and Hao, 2004;Liu and Huang, 2011). Besides academic achievement and motivation, MacIntyre…”

Section: Introductionmentioning

confidence: 99%

Integrating Arts in EFL Curricula: A Focus on Language Listening Skills

Timuçin¹

2016

ijlet

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Arts are commonly used in primary and secondary classrooms for learning purposes, but arts integration in higher education curricula could benefit university-level students academically and emotionally as well. Integrating arts into an English as a Foreign Language (EFL) curriculum could benefit students who experience foreign language anxiety, which hinders them from being socially and linguistically successful in the classroom according to multiple studies outlined in the literature section. The focus for students in this study was on listening skills because it is a major element in foreign language development that is explored to a lesser degree than reading, writing and speaking skills. The eight introductorylevel classes were split between control and experimental classes. During the first part of the arts implementation, the experimental classes began with drama theatre for 30 minutes. This consisted of students taking a theme in English, such as home and directions, then creating a creative performance for their peers involving relevant vocabulary and phrases. The second part consisted of a 15 minute music cloze section, where students were filling in lyrics for a song that they were actively listening to. Two academic assessments were given as department-wide mid-term and final academic assessments, two subjective surveys and the Foreign Language Classroom Anxiety Scale (FLCAS) were given at the beginning and end of the school semester. The FLCAS determined that students' anxieties lowered on 15 questions and increased on 18 questions, so the arts integration has not notably altered foreign language anxiety. The arts-integrated classes received average scores of 80.5%, while the control classes received 74%. Students have performed higher academically with an arts integrated curriculum. It is therefore recommended that arts in the form of music cloze and drama theatre should be included in EFL curricula to increase academic achievement in foreign language listening skills.

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An Exploration of Foreign Language Anxiety and English Learning Motivation

Cited by 181 publications

References 32 publications

A Comparative Analysis of Preparatory Year Students’ FL Anxiety

A Comparative Analysis of Preparatory Year Students’ FL Anxiety

Foreign Language Reading Anxiety in a Jordanian EFL Context: A Qualitative Study

Integrating Arts in EFL Curricula: A Focus on Language Listening Skills

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