Anxiety and predictors of performance in the foreign language classroom

Matsuda, Sae; Göbel, Peter

doi:10.1016/j.system.2003.08.002

Cited by 319 publications

(328 citation statements)

References 29 publications

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“…Other studies also support the belief that self-confidence is an important factor for successful language learning (e.g., Casado & Dereshiwsky, 2004;Ehrman & Oxford, 1995;Matsuda & Gobel, 2004;Onwuegbuzie, Bailey, & Daley, 1999, 2000Ro, 2013). For instance, Matsuda and Gobel's (2004) research on language anxiety and performance in the foreign language classroom reported that self-confidence is an important factor in language performance in the classroom of first-year college students in Japan.…”

Section: Self-confidencementioning

confidence: 78%

“…In previous studies, language anxiety might have a negative relationship with language performance or achievement (e.g., Matsuda & Gobel, 2004;Ro, 2013). In Onwuegbuzie, Bailey, and Daley's (2000) study, students' perceptions of their own ability, intelligence, and academic competence (high or low self-confidence vs. language anxiety) were associated with language performance.…”

Section: Self-confidencementioning

confidence: 93%

“…Likewise, MacIntyre and Gardner (1991) defined language anxiety as a situation-specific anxiety, in which learners might continue to experience the same anxiety in specific situations over time. In the past decade or so, studies on language anxiety have developed a focus on specific language skills-related anxiety such as speaking (Öztürk & Gürbüz, 2014;Woodrow, 2006), reading (Aydın & Gönen, 2012;Matsuda & Gobel, 2004;Ro, 2013), writing (Scullin & Baron, 2013;Cheng, Horwitz, & Schallert, 1999;Leki, 1999), and listening (Vogely, 1999;Chang, 2008) in a target language.…”

Section: Defining Language Anxietymentioning

confidence: 99%

“…For instance, Matsuda and Gobel's (2004) research on language anxiety and performance in the foreign language classroom reported that self-confidence is an important factor in language performance in the classroom of first-year college students in Japan. In addition, Onwuegbuzie, Bailey, and Daley (1999) and Casado and Dereshiwsky (2004) found the same results examining university students' language learning and language anxiety-self-confidence is the key to language learning.…”

Section: Self-confidencementioning

confidence: 99%

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Self and Language Anxiety

Huang¹

2014

ELLS

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This paper discusses relationships between language anxiety and self. Self refers to an individual's (a) self-confidence, (b) language ego, L2/FL self or identity developed during second or foreign language learning, or a combination of both L1 self and L2/FL self. Based on previous literature on language anxiety and L2 or FL learning, language learners' self-confidence might imply a lack of language anxiety which enhances language achievement (e.g.,

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Section: Self-confidencementioning

confidence: 78%

Section: Self-confidencementioning

confidence: 93%

Section: Defining Language Anxietymentioning

confidence: 99%

Section: Self-confidencementioning

confidence: 99%

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Self and Language Anxiety

Huang¹

2014

ELLS

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“…Firstly, previous to or at the beginning of language courses manifestations of LA have not been shown to be gender-dependent (Campbell, 1999;Campbell & Shaw, 1994;Matsuda & Gobel, 2004;Pappamihiel, 2001;Wong, 2009). Yet at the same time, a great deal of research suggests that girls are generally more anxious, irrespective of their proficiency levels (e.g., Abu-Rabia, 2004;Koul, Roy, Kaewkuekool, & Ploisawaschai, 2009;Mahmood & Iqbal, 2010;Piechurska-Kuciel, 2008).…”

Section: Language Anxiety and Gendermentioning

confidence: 99%

Gender-dependent language anxiety in Polish communication apprehensives

Piechurska-Kuciel

2012

SSLLT

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This paper analyzes the relationship between communication apprehension and language anxiety from the perspective of gender. As virtually no empirical studies have addressed the explicit influence of gender on language anxiety in communication apprehensives, this paper proposes that females are generally more sensitive to anxiety, as reflected in various spheres of communication. For this reason, language anxiety levels in communication apprehensive females should be higher, unlike those of communication apprehensive males. Comparisons between them were made using a student t test, two-way ANOVA, and post-hoc Tukey test. The results revealed that Polish communication apprehensive secondary grammar school males and females do not differ in their levels of language anxiety, although nonapprehensive males experience significantly lower language anxiety than their female peers. It is argued that the finding can be attributed to developmental patterns, gender socialization processes, classroom practices, and the uniqueness of the FL learning process, which is a stereotypically female domain.

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