Cognition Plus: Correlates Of Language Learning Success

Ehrman, Madeline; Oxford, Rebecca L.

doi:10.1111/j.1540-4781.1995.tb05417.x

Cited by 376 publications

(216 citation statements)

References 33 publications

(27 reference statements)

Supporting

Mentioning

191

Contrasting

Unclassified

Order By: Relevance

“…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. Their results are the same as Ehrman and Oxford's (1995) findings that students' self-perceptions of their academic and foreign language competence (high or low self-confidence) significantly affected their foreign language achievement.…”

Section: Self-confidencesupporting

confidence: 78%

“…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: 66%

See 1 more Smart Citation

Self and Language Anxiety

Huang¹

2014

ELLS

View full text Add to dashboard Cite

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.,

show abstract

Section: Self-confidencesupporting

confidence: 78%

Section: Self-confidencementioning

confidence: 66%

Self and Language Anxiety

Huang¹

2014

ELLS

View full text Add to dashboard Cite

show abstract

“…Despite the fact that a large number of studies have shown that anxious language learners are less successful at language learning, in several other studies anxiety has been found to help improve performance in language learning (Ehrman & Oxford, 1995;Young, 1992). Neutral relationships have also been found.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 78%

On the Relationship between Foreign Language Classroom Anxiety, Willingness to Communicate and Scholastic Success among Iranian EFL Learners

Rastegar¹,

Karami²

2015

TPLS

View full text Add to dashboard Cite

Abstract-The present study aimed at investigating the relationships among foreign language classroom anxiety, willingness to communicate, and the scholastic success of Iranian EFL learners. To this end, 74 senior and junior students majoring in English Literature and English Translation at Shahid Bahonar university of Kerman participated in this study. To collect the required data, the following questionnaires were applied: The results of this study revealed that there was a significant negative relationship between foreign language classroom anxiety and willingness to communicate. The relationship between foreign language classroom anxiety and scholastic success was also found to be significantly negative. However, a significant positive relationship was found between willingness to communicate and scholastic success. This study recommends that language teachers identify the causes of language anxiety and try to avoid being one of them. They should also help their students boost their language achievement by increasing their willingness to communicate and decreasing their anxiety in language classes. Index Terms-Foreign

show abstract

“…Thus, many choose to remain silent in class and thus their oral proficiency in the target language just falls down or becomes lower, as found in Liu's [12,13] studies. Meanwhile, all types of SL/FL anxiety have been evidenced to be correlated to confidence and self-esteem, 2 Education Research International attitude, motivation, and cultural differences, and so forth [3,6,12,14,22].…”

Section: Introductionmentioning

confidence: 99%

An Exploration of Foreign Language Anxiety and English Learning Motivation

Huang

2011

Education Research International

181

110

View full text Add to dashboard Cite

Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.

show abstract

Cognition Plus: Correlates Of Language Learning Success

Cited by 376 publications

References 33 publications

Self and Language Anxiety

Self and Language Anxiety

On the Relationship between Foreign Language Classroom Anxiety, Willingness to Communicate and Scholastic Success among Iranian EFL Learners

An Exploration of Foreign Language Anxiety and English Learning Motivation

Contact Info

Product

Resources

About