Changes in foreign language anxiety: A classroom perspective

Kruk, Mariusz

doi:10.1111/ijal.12182

Cited by 50 publications

(31 citation statements)

References 34 publications

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“…The findings revealed that teachers' anxiety-reducing strategy intervention led to significantly decreased levels of learners' foreign language anxiety. Kruk's (2018) recent investigation showed that language anxiety changes not only over a longer period (i.e., a semester) but also during a single class and from one language lesson to another.…”

Section: Foreign Language Classroom Anxietymentioning

confidence: 99%

How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety

2018

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This study examined the relationships between students' foreign language classroom anxiety and cognitive test anxiety and their College English Test Band 4 (CET-4) performance. A questionnaire was distributed to 921 Chinese university students to understand the nature and degree of the examined relationships. Follow-up interviews with 12 students were used to shed further light on uncovering mechanisms of relationships found in the survey. Results revealed three factors of anxiety, explaining 43. 14% of the total variance examined in the quesionnaire items. Means, standard deviations, the internal consistency for each factor, and zero-order correlations among the three factors were calculated. Correlation and multiple regression of the anxiety factors and test scores were then conducted. Results confirmed that cognitive test anxiety factor was a significant negative predictor of language achievement. Interview results did not fully support the relationships found in the survey. Most students did not perceive themselves to be very anxious in their university settings, either in classrooms or in testing situations. However, they did express their anxiety toward English speaking skills in the classroom. The differential perspectives of anxiety revealed from both analyses indicate that a better understanding of language classroom anxiety and cognitive test anxiety can help students and teachers optimize their foreign langauge learning and teaching practices.

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Section: Foreign Language Classroom Anxietymentioning

confidence: 99%

How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety

2018

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“…For example, such students may avoid class and homework assignments, as well as avoid direct eye contact with their teachers (Horwitz, Horwitz, and Cope 1986;Phillips 1991). Additionally, Kruk's (2018) current investigation showed that language anxiety changes not only over a longer period but also during a single class and from one language lesson to another. Horwitz et al (1991) in Toyama and Kamazaki (2018) described FLA as an individual elaboration of perceptions, insights, apprehensions, faiths, and actions that appears as a phenomenon in a class where someone masters and utilizes foreign languages.…”

Section: Introductionmentioning

confidence: 57%

Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class

Wardhani

2019

JSSH

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Foreign Language Anxiety (FLA) is a common situation happens in EFL classroom. This phenomenon usually causes the students' anxiety while they are learning English. The previous study proved that language learners performed significantly better on oral foreign language if they were in less anxious situations. Students' unwillingness for participating speaking activities in the classroom caused by their assumption of being judged negatively and lack of mastering the speaking skill. The objective of this research is to explore whether there is foreign language anxiety problem among Indonesian undergraduates in speaking class. The researchers collected and processed the data using Photovoice. The participants of this research were 14 undergraduate students in the 5th semester. The findings indicated that the students have anxiety during performing speaking activity in classroom. As the implication, teachers can facilitate the students by creating a conducive, comfortable, and nonthreatening class to help alleviating the students' foreign language anxiety.

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“…Rezaei and Jafari (2014) found the students' problems in writing such as deficiency and less practice in writing, fear in writing test, fear in getting negative feedback or comment, lack of knowledge, lack of vocabulary, tension indoing perfect work, time limit, and less self-confidence. According Kruk's (2018) investigated 52 Polish senior high school students by using questionnaire, interview, and lesson plan. The study found that English learning anxiety changed along semester either during class or from one language lesson to others.…”

Section: Discussionmentioning

confidence: 99%

“…English learning anxiety can give either positive or negative impacts for the students' achievement. Kruk's (2018) investigated 52 Polish senior high school students by using questionnaire, interview, and lesson plan. The study found that English learning anxiety can change and effect for the students' learning in the semester during class from one language lesson to others.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Horwitz (1986, as cited in Gkonou, Daubney, andDewale, 2017) reported that the correlation of negative versus positive can generate facilitating versus debilitating role of English learning anxiety. According Kruk's (2018) investigated 52 Polish senior high school students by using questionnaire, interview, and lesson plans. The findings found that English learning anxiety can change the students' learning from one language lesson to others either along semester or during class.…”

Section: Introductionmentioning

confidence: 99%

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The Correlation among English Learning Anxiety, Speaking and Writing Achievements of Senior High School Students

Lestari

Loeneto

Ihsan

2019

IJEFL

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The objectives of the study were to analyze whether or not there were a significant correlation among English learning anxiety, speaking, and writing achievements of the eleventh graders’. The sample of the study were 112 eleventh graders’. They were selected randomly. The study used quantitative research design. The questionnaire and the writing and speaking tests were done to analyze the data. The researcher used foreign language classroom anxiety scale questionnaire to measure the students’ English learning anxiety with five-point likert scale, and speaking and writing tests were used to measure the students’ speaking and writing achievements. Pearson product moment correlation and regression were analyzed by using SPSS. The results of study were negative low correlation between English learning anxiety and speaking achievement (r=-.269 with p<0.01) and English learning anxiety and writing achievement (r=-.213 with p<0.05).

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Changes in foreign language anxiety: A classroom perspective

Cited by 50 publications

References 34 publications

How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety

How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety

Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class

The Correlation among English Learning Anxiety, Speaking and Writing Achievements of Senior High School Students

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