Foreign Language Anxiety in French and Italian Online Learning

Abstract

This study builds upon the research carried out during emergency remote teaching (ERT) at Croatian universities, implemented in response to the COVID-19 pandemic. Participants were students of philological and non-philological study programs who were learning French and Italian. The purpose of the present study has been to measure foreign language anxiety in French and Italian online learning. For that purpose, we developed and validated the Foreign Language Online Learning Anxiety Scale (FLOLAS). This study compared the anxiety levels of the group learning French and the group learning Italian. Results revealed no statistically significant difference between the two groups, with both groups showing average anxiety levels below the theoretical midpoint of the scale. The correlation between four variables was examined (the duration of foreign language learning of the respondents, their language proficiency level, their online learning experience, and features specific to online learning). This was done by using the FLOLAS on the total sample and the two sub-samples included in this study. Students showing higher anxiety levels on the FLOLAS have a more negative experience with online learning. Anxiety was not correlated with their language proficiency, but it was correlated with the duration of their learning of French or Italian. The insights gained from this study can be used to develop strategies to mitigate the impact of foreign language anxiety in online learning environments.