Foreign language anxiety

Nilsson, Maria Skyvell

doi:10.17011/apples/urn.201902191584

Cited by 15 publications

(11 citation statements)

References 32 publications

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“…Seemingly, Raquel is well aware of the fact that speaking in full classes ignites students' negative emotions such as anxiety. This finding echoes the ones obtained by Nilsson (2019) who concluded that the speaking ability is the most frequent trigger of students' anxiety.…”

Section: Raquelsupporting

confidence: 88%

“…When trying to explain this classroom action, she admits that her perception of the students' nervousness or apprehension when the classmate could not get her meanings through might have been determining: "I look at the faces of the rest of the people and they start to become nervous". Raquel is undoubtedly aware that classfronted speaking abilities triggers negative emotions such as anxiety (Nilsson, 2019), therefore, she tactfully renounces the OCF provision probably to reestablish the tension-free and supportive classroom atmosphere.…”

Section: Think That […] You Need To Be Corrected I Think That Corrmentioning

confidence: 99%

“…Echoing Pollari's (2017) assertion: "undoubtedly, every teacher giving feedback hopes that the feedback is beneficial and that their students make good use of it" (p. 22). As many authors claim, language teachers should avoid students' arousal of negative emotions, such as embarrassment, frustration and/or anxiety when being orally corrected in class-fronted situations (Ellis, 2017;Kamiya, 2014;Martinez Agudo, 2012;Nilsson, 2019;Yoshida, 2010). One way of assuring the generation of students' positive emotion, is the kind and careful provision of OCF.…”

Section: Raquelmentioning

confidence: 99%

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Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Centeno¹,

Ponce²

2019

Apples

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Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students' emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describe the beliefs held by an Argentinian EFL teacher about OCF and to describe how her beliefs might shape this teacher's classroom practices regarding the provision of OCF at a specific context. A qualitative approach was adopted, and data was collected by means of videotaped classroom observations, teacher stimulated recall interviews and a semi-structured teacher interview. The results showed that the teacher's beliefs and her classroom actions were not always congruent, especially when she was faced with an ambiguous situation. In the end, the beliefs that had stronger connections to emotions were the ones enacted in her classroom practices.

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Section: Raquelsupporting

confidence: 88%

Section: Think That […] You Need To Be Corrected I Think That Corrmentioning

confidence: 99%

Section: Raquelmentioning

confidence: 99%

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Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Centeno¹,

Ponce²

2019

Apples

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“…Concerning anxiety to learn language skills, Nilsson (2019) acknowledges that some degree of language anxiety may be inherent in the process of foreign language learning. Despite this claim, students from the second and third year of our study, in general, did not look anxious during the learning process.…”

Section: Discussionmentioning

confidence: 99%

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Cabrera-Solano¹,

Gonzalez-Torres²,

Solano³

et al. 2019

INT J INSTRUCTION

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This study was conducted to identify teachers' and students' perceptions regarding the internal factors that influence English as a Foreign Language (EFL) learning in the southern region of Ecuador. The participants were 257 children, who answered a questionnaire about motivation, anxiety, willingness, self-efficacy and memorization when learning English skills. The English classes that these students took were observed during a three-month period. In addition, eight teachers were interviewed in order to know their views about the students' internal factors in EFL learning. After analyzing the data quantitatively and qualitatively, the results evidenced that, according to the participants' perceptions, motivation decreases depending on the students' age and the type of skills. Furthermore, anxiety when speaking in front of the class and doing listening activities increases as the students get older. Students are also self-efficient in the classroom, and they recall what they have learned. All the implications that can be derived from these factors should be carefully analyzed by educational stakeholders in order to help students succeed in the learning process.

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“…Anxious learners can suffer from anxiety in relation to a variety of aspects of the language teaching-learning process, talking to other learners, the language class, their peers' actions, and taking exams (Dewaele & Pavelescu, 2019;El-sakka, 2016;Kruk, 2019). Foreign language anxiety is correlated with a range of aspects of the teaching-learning process, instructors, language itself, speaking in front of other students, language classes, peer actions, assessments, and motivation for attitude (Nilsson, 2019). Learning can cause anxiety too.…”

Section: Figure 2 Diagram Of the Distribution Of Three Factors That Influence Students' Anxietymentioning

confidence: 99%

EFL Islamic Elementary Students’ Anxiety in Learning English

Noviyenti

2021

AIJP

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This study investigates elementary school students’ anxiety over learning English, the influential factors of their anxiety, and the teacher’s strategies to reduce their anxiety. Anchored in a mixed research method, 75 fifth grade students at SDIT Robbi Rodhiyah in Curup, Bengkulu, Indonesia were involved as the sample for quantitative investigations into their learning anxiety levels and the influential factors of their anxiety. In addition, one English teacher was recruited as the qualitative subject to be interviewed on the teacher’s strategies to reduce students’ anxiety. The quantitative investigations deployed the FLCAS questionnaire developed by Horwitz, and the qualitative investigation conducted interviews with the English teacher. Descriptive statistics were employed to analyze questionnaire data, and an interactive model was undertaken to analyze interview data. The results revealed that the students were at a high level of English learning anxiety. Their anxiety stemmed from some factors such as anxiety over tests, fear of negative evaluation, and communication apprehension. In efforts to help students cope with and reduce their English learning anxiety, the teacher applied some strategies such as relaxation, music and laughter, self-encouragement, and additional considerations resting upon students’ to help them reduce their anxiety.

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Foreign language anxiety

Cited by 15 publications

References 32 publications

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

EFL Islamic Elementary Students’ Anxiety in Learning English

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