Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety

Karakış, Özlem

doi:10.19126/suje.638945

Cited by 2 publications

(2 citation statements)

References 45 publications

(44 reference statements)

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“…The participants attributed their lower levels of anxiety during SVC chat to them feeling more comfortable and having less concern about making mistakes. This finding is in line with Karakis (2020) and Teimouri, Goetze and Plonsky (2019) who found a negative and close relationship between anxiety levels and learning achievement. However, it differed from Zheng and Cheng (2018) as they did not find FLA to significantly affect language performance.…”

Section: Speaking Anxiety In F2f and Svcsupporting

confidence: 91%

Speaking Performance and Anxiety Levels of Chinese EFL Learners in Face-to-Face and Synchronous Voice-based Chat

Chew

Chen

2021

JLE

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In recent, mobile technology is experiencing a highly development, it is necessary to explore whether it holds the potential to boost EFL learners’ language acquisition based on its instant messaging apps in synchronous voice chat (SVC) mode. With a focus on Chinese EFL learners, this study aimed to compare their speaking performance in SVC and face-to-face (F2F) chat modes. It also explored the relationship between learners’ speaking performance and anxiety levels in these two chat modes which allow real-time communication. In this mixed methods study, WeChat instant messaging was used as the platform for SVC. Forty students from a public university in China participated in 4 chat sessions in SVC and F2F chat modes over 4 weeks. Quantitative data were collected through the oral scores of the participants’ performance in the chat sessions and anxiety questionnaires. Then, qualitative data were obtained from a focus group interview. The findings revealed a significant difference in learners’ speaking performance in SVC and F2F chat. Students’ speaking performance outperformed in SVC chat compared to F2F chat. This could be linked to students’ anxiety levels which were slightly higher in F2F chat. Despite that, most of the students preferred F2F chat to SVC chat due to the practicality of F2F chat.

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Section: Speaking Anxiety In F2f and Svcsupporting

confidence: 91%

Speaking Performance and Anxiety Levels of Chinese EFL Learners in Face-to-Face and Synchronous Voice-based Chat

Chew

Chen

2021

JLE

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“…Dhakal (2017), Bidari (2021) and Rana and Rana (2022) explored role of group interaction, presentation, simulation, role playing; interview storytelling techniques developing autonomy. Gharti (2019) and Karki (2020) explored that Self-Directed Learning (SDL) helps learners to achieve better achievement and effective learning. Some studies have also been carried out on learner autonomy that explore role of technology and tools in creating autonomous learning classes.…”

Section: Challenges In Implementing the Principles Of Learner Autonom...mentioning

confidence: 99%

Practices and Perceptions of Teacher Educators on Learner Autonomy

Mouni

2024

J. Tikapur Mult. Campus

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This study explores practices and perception of English language teacher educator on learner autonomy. It aimed to identify the ways through which teacher educators practice autonomy in students learning and encourage them be autonomous. Using qualitative narrative inquiry research design, the data were collected through interviews with the five English language teacher educators teaching at undergraduate level, of Far Western University, Nepal. The findings of the study highlight a shared understanding of learner autonomy, emphasizing independent learning, self-direction, and responsibility. Teacher educators stress the pivotal role of instructors in promoting autonomy, advocating for a shift from traditional to student-centered methods. Despite a common understanding, challenges persist, including psychological factors, institutional constraints, and socio-cultural beliefs. The study also suggests the need to address these challenges through targeted strategies for successful promotion of learner autonomy in English language classrooms. Moreover, the study shows that even though it is challenging, teacher educators are making efforts to encourage students be autonomous in providing choices, goal-setting, encouraging self-evaluation, finding out the resources, preparing assignments, having class presentations into classroom practice using different strategies.

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Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety

Cited by 2 publications

References 45 publications

Speaking Performance and Anxiety Levels of Chinese EFL Learners in Face-to-Face and Synchronous Voice-based Chat

Speaking Performance and Anxiety Levels of Chinese EFL Learners in Face-to-Face and Synchronous Voice-based Chat

Practices and Perceptions of Teacher Educators on Learner Autonomy

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