Foreign language learning anxiety: A comparison between high school and university students

Baş, Gökhan; Özcan, Mehmet

doi:10.14687/jhs.v15i3.4441

Cited by 5 publications

(4 citation statements)

References 21 publications

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“…For example, Dewaele and MacIntyre (2014) conducted a study including various demographic and affective variables, and finally they got the results that older participants reported low level of FLA. Similarly, in their very recent study on both groups of students, Bas and Özcan (2018) investigated FLA in terms of age and gender, and they found out that younger students have more FLA than older ones. Finally, Sertçetin (2006) found similar results on her study comparing anxiety level of 5th to 8th grade.…”

Section: Research Questionmentioning

confidence: 96%

Ortaokul Öğrencilerinin Yabancı Dil Kaygıları Üzerine Bir Çalışma: Öğrenci ve Öğretmen Algıları

ÖZSARI¹,

BÜYÜKKARCI

2022

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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This study examines secondary school students’ and their teachers’ perceptions of foreign language anxiety. Also, the current study aims to compare public and private secondary school students’ foreign language anxiety level. Demographic variables such as gender and grades were also investigated to reveal whether they were acting as provoking or easing factors for foreign language anxiety among students. The sample group of this study consisted of 379 secondary school students chosen randomly and 9 English language teachers from public and private secondary school in Sakarya province, Turkey. The data were collected through two measurement tools, a scale for students and a questionnaire for teachers, which included open and close-ended questions. The quantitative data were analyzed through descriptive and inferential statistics, and for the qualitative data analysis, content analysis was conducted. The findings of the research revealed that public school students experience moderate level of foreign language anxiety, while private school students experience low level of foreign language anxiety. The findings of current study demonstrate that there is meaningful difference between public and private school students in terms of their foreign language anxiety. In both schools, females were more anxious than males; however, the difference between two gender groups was significant in private school. Grade was not a predicting factor for foreign language anxiety in the current study. However, in both schools, 8th graders are the most anxious group of all. As for the teachers, they were well aware of their students’ anxieties, and they implemented useful strategies for decreasing this anxiety. Also, they adapted their pedagogical instructions in order to reduce their students’ foreign language anxiety. However, research findings demonstrated that there was a discrepancy between teachers’ and students’ perceptions in terms of test anxiety.

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Section: Research Questionmentioning

confidence: 96%

Ortaokul Öğrencilerinin Yabancı Dil Kaygıları Üzerine Bir Çalışma: Öğrenci ve Öğretmen Algıları

ÖZSARI¹,

BÜYÜKKARCI

2022

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…It influences the performance of a language learner. Language anxiety has long been recognized as a barrier and a distressing emotional condition that may hinder the learning process (Baş & Özcan, 2018;Eddie & Aziz, 2020;Goh & Aziz, 2020).…”

Section: Introductionmentioning

confidence: 99%

Exploring English language Related Anxiety in Higher Education Context of Pakistan: Teachers’ Perspective

Ahmed,

Khan,

Khan

et al. 2024

SJL

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Language-related anxiety is a psychological phenomenon that occurs either during the process of language acquisition or the academic process of an individual’s life. The usage of English as the medium of instruction leads to this anxiety in higher education context of Pakistan. Students’ poor performance and heightened anxiety remain significant concerns in the field of language education. This qualitative paper through in-depth interviews from the faculty members investigates the manifestations of English language anxiety in classroom settings, particularly focusing on variations across educational streams, distinguishing between students from the matriculation and those educated in the Cambridge system. The findings reveal a multifaceted landscape of language anxiety, influenced by educational backgrounds, unfamiliar teaching methodologies, fear of evaluation and educational trajectories. Moreover, the research identifies recommendations and steps taken by faculty to lessen this anxiety. The findings support the importance of tailoring conducive mechanisms to address these disparities. This may result in the facilitation of a more inclusive educational environment that empowers students to overcome language anxiety and excel academically.

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“…These include many factors such as mental, cultural and affective factors. One of these factors is anxiety, which has an affective character anxiety is one of the factors that positively or negatively affect learning a foreign language (Baş, 2014). According to Allwright and Bailey (1991) and Horwitz, Horwitz, K. and Cope (1986), foreign language learning anxiety should be considered separately from lesson anxiety experienced in other subjects.…”

Section: Introductionmentioning

confidence: 99%

Examination of Foreign Students’ Anxiety in Learning Turkish in Terms of Various Variables

ŞİMŞEK

2023

International E-Journal of Educational Studies

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The aim of this study is to examine the effect of anxiety level on foreign language success and to examine the level of anxiety in terms of various variables in learning Turkish as a foreign language. Descriptive analysis and measurement by scanning was used. Anxiety levels of students learning Turkish as a foreign language were examined in terms of various variables. "Foreigners' Turkish Learning Anxiety Scale" was applied. In conclusion; Anxiety is an effective factor in learning Turkish as a foreign language. While sufficient level of anxiety facilitates learning, high level of anxiety makes learning difficult. As a new concept, we can call it motivational anxiety. Anxiety levels of students do not differ significantly according to gender, country and time they live. When the anxiety levels of the students learning Turkish as a foreign language are examined according to the variable of the number of languages they know, there is a significant difference in favor of those who speak 4 languages or more. Since the majority of the students are at a moderate level in terms of both academic and self-esteem, it is thought that a moderate level of anxiety will contribute to success.

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Foreign language learning anxiety: A comparison between high school and university students

Cited by 5 publications

References 21 publications

Ortaokul Öğrencilerinin Yabancı Dil Kaygıları Üzerine Bir Çalışma: Öğrenci ve Öğretmen Algıları

Ortaokul Öğrencilerinin Yabancı Dil Kaygıları Üzerine Bir Çalışma: Öğrenci ve Öğretmen Algıları

Exploring English language Related Anxiety in Higher Education Context of Pakistan: Teachers’ Perspective

Examination of Foreign Students’ Anxiety in Learning Turkish in Terms of Various Variables

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