Comparative study on the language anxiety levels and factors in different English class environments

Abstract

This study examined the levels of language anxiety and their causal factors in different English class environments. The findings show that the levels of language anxiety vary significantly in different types of class environments, indicating that both the class environments and individual characteristics are meaningful variables of language anxiety. The findings also show that unlike the levels of language anxiety, its causal factors are almost constant regardless of the class environment with communication apprehension being the most important factor. This study suggests that the English proficiency of students and professors needs to be considered when constructing specific class environments, in addition to promoting class environments favorable to students' active participation in class.

Form-Focused Instruction, Learners' Perceptions, and Second Language Acquisition

“…Considering the fact that all three groups liked pair work activities the most, it was such an expected result because they, especially the DICT group students, were accustomed to classroom interaction in order to complete their dictogloss task during the entire instruction. This findings confirmed the previous studies on classroom environment [14,19,20]. Therefore, it is recommended to lead students to make more interaction doing their task.…”