EFL Learners’ Anxiety and their Language Achievement

Sajedi, Roghayeh

doi:10.1007/s11469-016-9685-z

Cited by 3 publications

(4 citation statements)

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“…The relationship between anxiety levels and academic performance is not linear. Hypothesis H4 proposes that although high levels of anxiety have a negative impact on overall student performance (Teigen, 1994;Suheir et al, 2020), moderate levels of anxiety can enhance student performance within a certain range (Yerkes and Dodson, 1908;Teigen, 1994;Sajedi, 2016). Furthermore, this study explores the role of anxiety as a mediator variable (Hypothesis H5).…”

Section: Discussionmentioning

confidence: 94%

“…This may be because different students react differently to the same stimuli (Fu, 2015). For some, anxiety provides necessary motivation that can actually enhance progress (Sajedi, 2016), while highly anxious individuals tend to interpret stimuli negatively, thus affecting their performance (Bishop, 2007).Mediation effect testing shows that anxiety levels only fully mediate the relationship between clickers and student performance. This finding, combined with the insignificant relationship between clickers and anxiety levels, challenges our initial assumptions.…”

Section: Discussionmentioning

confidence: 99%

“…However, some scholars argue that anxiety does not always have negative effects and that moderate levels of anxiety can even promote learning. For example, Sajedi (2016) explored the relationship between anxiety and language performance with a questionnaire of 20 subjects and reported that facilitative anxiety positively affects performance, whereas excessive anxiety can lead to poor performance, and anxiety can sometimes serve as necessary motivation for some individuals; Cooper et al (2018) conducted exploratory interviews with 52 students and mentioned that although high levels of student anxiety have been shown to inhibit academic performance, moderate anxiety can enhance students' motivation and performance.…”

Section: Anxietymentioning

confidence: 99%

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Impact of active learning instruction in blended learning on students' anxiety levels and performance

Li,

Yu,

Sun

et al. 2024

Front. Educ.

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IntroductionContemporary educational research has extensively explored the link between anxiety and student performance, yet there's a gap in understanding this relationship in classrooms with varying levels of active learning. This study aims to establish connections between instructional design, anxiety levels, and student performance, ultimately creating a comprehensive theoretical framework.MethodsThis study was conducted during the pandemic. Data from 186 respondents at Northeast Forestry University were collected through an online survey, and 25 students were randomly selected for interviews to gather feedback. In the practical application of the introductory course “Basics Product Design,” the Rain Class software was used to facilitate an active learning environment. Data from the online survey were organized in SPSS, then imported into the structural model framework in AMOS to calculate fit indices and other values to test hypotheses, applying structural equation modeling. Additionally, the relationship between anxiety levels and student performance was analyzed based on data from five classes using different instructional designs.ResultsThe results indicated that cold calling was significantly positively correlated with anxiety levels (SE = 0.632, P < 0.001), group work was significantly positively correlated with anxiety (SE = 0.166, P < 0.05), clickers were not significantly positively correlated with anxiety (SE = 0.188, P > 0.05), and anxiety levels were not significantly negatively correlated with student performance (SE = −0.306, P > 0.05). Mediation effect tests revealed that anxiety levels fully mediated the relationship between the use of clickers and student performance. Comparing student performance and anxiety levels across the five classes, the relationship between anxiety levels and student performance did not show a simple positive or negative correlation but followed a fluctuating curve, with an interval of anxiety levels that promotes student performance.DiscussionIn a blended learning environment, different designs and frequencies of active learning activities can lead to varying levels of anxiety, which in turn affect student performance. One prominent factor in increasing student anxiety is cold calling. The findings can serve as a basis for teachers to design educational plans, helping to create classroom environments that foster active participation and maintain a positive state among students. Furthermore, in this instructional environment, it is worth further investigating the factors influencing student anxiety and the impact of anxiety on student academic performance.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Anxietymentioning

confidence: 99%

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Impact of active learning instruction in blended learning on students' anxiety levels and performance

Li,

Yu,

Sun

et al. 2024

Front. Educ.

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“…Further, fixed mindsets (Altunel, 2019), fear of ambiguity (Aslan & Thompson, 2018), comprehension (Bensalem, 2020) (Aslan & Thompson, 2018). Adverse effects of FLA include fear of communication (Balla, 2017), an increase in shyness for both teachers and learners (Oflaz, 2019;Aydun et al, 2019), and low academic performance (Said & Weda, 2018;Sajedi, 2017).…”

Section: Precedents and Effects Of Language Anxietymentioning

confidence: 99%

Language Anxiety for Non-Native Speakers: A Review Paper

Sad-ayan-Lacambra

Busbus

2022

IJLLT

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Glocalization is a trend that requires individuals to be literate in their native languages and a target language. The use of a foreign language or a non-native language leads to language anxiety. This review paper aims to look into the commonalities and the gaps in the read studies. The researcher found that language anxiety happens in foreign language learning and teaching and at the macro-level of learning. With this, the studies used scales to measure the levels of anxiety of the respondents; they also aimed to study the precedents and effects of language anxiety and the coping strategies of learners and teachers to lessen language anxiety. Finally, gaps in the studies include a need for a language teaching anxiety focusing on macro skills of the teachers; mixed-method studies are rare for qualitative methods and a need to employ effective strategies to cope with language anxieties.

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Language aptitude and its links with metalinguistic knowledge, self-efficacy, anxiety, and language maintenance in multilingual language teachers

Calafato

2024

Language Awareness

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EFL Learners’ Anxiety and their Language Achievement

Cited by 3 publications

References 1 publication

Impact of active learning instruction in blended learning on students' anxiety levels and performance

Impact of active learning instruction in blended learning on students' anxiety levels and performance

Language Anxiety for Non-Native Speakers: A Review Paper

Language aptitude and its links with metalinguistic knowledge, self-efficacy, anxiety, and language maintenance in multilingual language teachers

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