Foreign Language Anxiety in Relation to Gender Equity in Foreign Language Learning

Hasan, Diana Chitra; Fatimah, Sitti

doi:10.1007/978-94-6209-692-9_14

Cited by 13 publications

(12 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…MacIntyre, Baker, Clément, and Donovan (2002), for example, reported that male 7th to 9th grade students in a junior high school enrolled in a French immersion program have maintained the same levels of anxiety, while their female counterparts witnessed a decrease in anxiety levels from 8th to 9th grade. In a more recent study involving 64 Indonesian learners of English in Indonesia and Australia, Hasan and Fatimah (2014) reported that male students exhibited more anxiety than their female peers. These results contradict the findings reported by other studies which found that females tended to suffer from higher levels of FLA (e.g., Arnaiz & Guillén, 2012;Donovan & Maclntyre, 2005;Elkhafaifi, 2005;Machida, 2001;Park & French, 2013).…”

Section: Fla and Gendermentioning

confidence: 97%

Multilingualism and foreign language anxiety: the case of Saudi EFL learners

Bensalem

2019

Learning and Teaching in Higher Education: Gulf Perspectives

View full text Add to dashboard Cite

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored EFL context of Saudi Arabia. Ninety six Arabic learners of English (56 males, 40 females) answered the Arabic version of Foreign Language Classroom Anxiety Scale (FLACS; Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.

show abstract

Section: Fla and Gendermentioning

confidence: 97%

Multilingualism and foreign language anxiety: the case of Saudi EFL learners

Bensalem

2019

Learning and Teaching in Higher Education: Gulf Perspectives

View full text Add to dashboard Cite

show abstract

“…Fear of negative evaluation has a broader scope than that of test anxiety as it occurs in a social, evaluative situation, including apprehension, avoidance, and/or expectations of others' negative evaluation. After defining these three factors, Horwitz et al (1986) proposed the FLCAS, which is a 33-item five-point Likert Scale that has been most cited to measure the variable of foreign language anxiety and well-validated by many follow-up studies mainly through factor analysis (e.g., Liu and Huang, 2011;Hasan and Fatimah, 2014;Tsai and Lee, 2018). In addition to the above three-factor solution, follow-up studies using the FLCAS to conduct factor analysis do not have a confirmed classification.…”

Section: Foreign Language Anxietymentioning

confidence: 99%

Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Lin

2022

Front. Psychol.

View full text Add to dashboard Cite

The present study explored the relationship between international students’ Third Language Anxiety (TLA) and self-efficacy. The research data were collected through questionnaires involving 243 Chinese International students’ L3 French Learning with L2 English and L3 French at one university in the U.K. Three of them were interviewed about their experience of anxiety and self-efficacy. Major findings include four underlying factors correlated with TLA and two underlying factors correlated with self-efficacy. Also, levels of these students’ TLA were negatively correlated with the level of their self-efficacy, as shown in the correlational analysis. Then, two linear regression models were built to contribute to the prediction of their self-efficacy levels. Lastly, participants reported that grammatical and pronunciation similarities between English (L2) and French (L3) positively decreased their anxiety levels. All of these interviewees encountered communication apprehension. These findings can provide educational implications for L3 teaching and learning, inspiring teachers to consider international students’ TLA and self-efficacy and thus propose some coping strategies.

show abstract

“…Meanwhile, Dewaele's (2017) study of 1287 female and 449 male students revealed that females had more fun and anxiety in the foreign language class. MacIntyre et al (2002) and Hasan and Fatimah (2014) found that male students experienced greater anxiety than their female counterparts when speaking English. By contrast, Hwa's (2014) exploration of 237 Malaysian undergraduate students showed that female students were significantly more anxious than their male peers when speaking English.…”

Section: Literature Reviewmentioning

confidence: 99%

Testing Effects of Foreign Language Listening Anxiety on Chinese University Students' English Listening Test Performance

2021

Front. Psychol.

View full text Add to dashboard Cite

The present research explored how foreign language listening anxiety (FLLA) affected Chinese university students' English listening test performance and how proficiency and gender mediated the effects of FLLA on the latter. Two different populations from two universities in China answered the 20-item Foreign Language Listening Anxiety Scale (FLLAS) as well as a demographic questionnaire and took an English listening test. Analyses of the collected data revealed the following major findings: (a) Five latent factors underlay the FLLAS, (b) when working alone, FLLA significantly negatively predicted students' English listening test performance, and (c) when working with proficiency and gender, English proficiency level, gender and FLLAS2 (proficiency in English listening) significantly predicted students' English listening test performance. These findings confirm the negative effects of FLLA on students' English listening test performance. They also indicate that English proficiency and gender mediate FLLA's effects on the latter, with English proficiency not only directly but also indirectly affecting the latter.

show abstract

Foreign Language Anxiety in Relation to Gender Equity in Foreign Language Learning

Cited by 13 publications

References 25 publications

Multilingualism and foreign language anxiety: the case of Saudi EFL learners

Multilingualism and foreign language anxiety: the case of Saudi EFL learners

Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Testing Effects of Foreign Language Listening Anxiety on Chinese University Students' English Listening Test Performance

Contact Info

Product

Resources

About