Foreign Language Classroom Anxiety, Gender, Discipline, and English Test Performance: A Cross-lagged Regression Study

Liu, Meihua

doi:10.1007/s40299-020-00550-w

Cited by 25 publications

(42 citation statements)

References 29 publications

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“…The different effects demonstrated by gender might be due to the contrasting yet different male to female rations in study 1 (371/165 = 2.25/1) and study 2 (82/317 = 1/3.87). In general, these findings confirmed the finding that foreign language listening anxiety inversely affects students' English listening test performance (Elkhafaifi, 2005;Zhang, 2013;Liu and Thondhlana, 2015;Liu, 2016Liu, , 2021Wang and Cha, 2019). Meanwhile, they indicated that English proficiency level and gender mediated FLLA's effects on students' English listening test performance, as found in Liu (2016Liu ( , 2021 and Wang and Cha (2019).…”

Section: Discussionsupporting

confidence: 84%

“…In general, these findings confirmed the finding that foreign language listening anxiety inversely affects students' English listening test performance (Elkhafaifi, 2005;Zhang, 2013;Liu and Thondhlana, 2015;Liu, 2016Liu, , 2021Wang and Cha, 2019). Meanwhile, they indicated that English proficiency level and gender mediated FLLA's effects on students' English listening test performance, as found in Liu (2016Liu ( , 2021 and Wang and Cha (2019). Coupled with the fact that a higher FFLAS2 score meant lower proficiency in English, these findings also implied that English proficiency could not only directly affect learners' English listening test performance but mediate FLLA to affect it indirectly.…”

Section: Discussionsupporting

confidence: 84%

“…It refers to the nervous reactions when speaking, listening to, reading, or writing in the second/foreign language (Horwitz et al, 1986 ; MacIntyre and Gardner, 1994 ). Since the 1970s, a multitude of research has been done on FLA in various contexts of both traditional classroom and online learning situations, which generally reveals that FLA is experienced by many learners and predominantly debilitates their learning of a second/foreign language (Horwitz et al, 1986 ; Xiangming et al, 2020 ; Liu, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, several studies reveal that proficiency mediates students' FLLA levels or the effect of FLLA on their listening performance (Liu, 2016 ; Wang and Cha, 2019 ). Gender is also found to affect the levels of foreign language anxiety and its effect on second/foreign language learning outcomes (Liu and Thondhlana, 2015 ; Liu, 2021 ). Hence, it is also worthwhile to investigate how proficiency and gender mediate the effects of FLLA on students' listening performance in a second/foreign language.…”

Section: Research Questionsmentioning

confidence: 99%

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

2021

Front. Psychol.

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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.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionsupporting

confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

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

2021

Front. Psychol.

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“…Students can then use the speeches as models and better their own oral presentations. This has led to more research on the effects of technology on students' learning of SLs/ Liu, M. (2021). Changes in and Effects of TED Talks on Postgraduate Students' English Speaking Performance and Speaking Anxiety.…”

Section: Introductionmentioning

confidence: 99%

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Liu

2021

JLE

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This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning.

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Validating the Chinese version of short‐form foreign language classroom anxiety scale

Dong,

Huang

2024

Psychology in the Schools

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This three‐phase study utilized item response theory (IRT) and both exploratory and confirmatory factor analysis (EFA and CFA) approaches to validate the short‐form foreign language classroom anxiety scale (S‐FLCAS) for measuring Chinese college students' foreign language classroom anxiety (FLCA). The sample consisted of 855 Chinese college students. Phase 1 was conducted within the EFA and CFA frameworks to investigate the construct validity of the S‐FLCAS. Phase 2 was conducted within IRT frameworks to assess the reliability of this scale. Lastly, Phase 3 adopted multi‐group confirmatory factor analysis (MGCFA) to explore the measurement invariance across gender and second language (L2) learner groups. The findings revealed that the Chinese version of S‐FLCAS is a reliable and valid instrument, exhibiting unidimensional characteristics. Configural, metric, and scalar invariance were identified across gender groups, while configural, partial metric, and partial scalar invariance were observed across L2 groups. This study further discussed the reasons for some suboptimal performance of the S‐FLCAS and practical implications for researchers and university educators.

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Foreign Language Classroom Anxiety, Gender, Discipline, and English Test Performance: A Cross-lagged Regression Study

Cited by 25 publications

References 29 publications

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

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

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Validating the Chinese version of short‐form foreign language classroom anxiety scale

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