Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Abstract

Introduction. Due to a considerable lack in empirical efforts and appropriate instruments, and theo-

Education Science Students’ Statistics Anxiety: Developing and Analyzing a Scale for Measuring their Worry, Avoidance, and Emotionality Cognitions

“…This finding indicates the strong empirical overlap among the worry, avoidance, and emotionality responsesand, thus, the cognitivemotivational interplay of anxiety components. Similarly, close relations had been already found elsewhere (Deffenbacher, 1980;Hodapp & Benson, 1997;Cassady & Johnson, 2002;Chin, Williams, Taylor, & Harvey, 2017;Hong & Karstensson, 2002;Sarason, 1984), especially with respect to domain-or task-specific facets of test anxiety (Faber, 1995(Faber, , 2012b. By no means, this result does challenge the need for a separate assessment of worry, avoidance, and emotionality cognitions.…”

“…However, relevant research findings in the test anxiety field had demonstrated these components being substantially correlated (Deffenbacher, 1980;Cassady & Johnson, 2002;Hodapp & Benson, 1997;Hong & Karstensson, 2002;Sarason, 1984). Furthermore, in certain research contexts dealing with school students' domainor subject-specific test anxieties, all worry, avoidance, and emotionally items repeatedly loaded on one common anxiety factor (Faber, 1995(Faber, , 2012b. Therefore, an accurate prediction of the scale's ultimate factor structure seemed difficult.…”

Gender and Achievement Differences in Secondary Students’ Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

“…Additional support for this perspective comes from similar findings concerning task-specific self-beliefs in the L2 English language subject. It was also the female learners who reported a considerably higher amount of worry and emotionality cognitions than the equally achieving male learners (Faber, 2012b). Future research should, therefore, scrutinize the developmental influences which contribute to the females' stronger vulnerability to internal distress ( Taken altogether, the findings considerably differed across both the L1 and the L2 language subject.…”

Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

“…Only few studies had already investigated foreign language attributions with respect to specific language outcomes -for example, in reading, speaking, and listening comprehension (Demir, 2017;Gobel & Mori, 2007;Graham, 2006;Lian, 2012;Yilmaz, 2012). However, following empirical findings on learners' self-concepts (Arens & Jansen, 2016;Faber, 2012b;Holder, 2005;Lau, Yeung, Jin, & Low, 1999), further research in the field should more intensely explore task-specific attributions,and also scrutinize relevant instruments' validity, in order to gain more differentiated access to learners' beliefs to control their outcomes in foreign language vocabulary, listening, reading, writing, or grammar.…”