Quantitative Analysis of the Foreign Language Anxiety: Chinese and Pakistani Postgraduates in Focus

Malik, Sameena; Huang, Qin; khan, Said Muhammad; Ahmed, Khalid

doi:10.2139/ssrn.3582338

Cited by 4 publications

(10 citation statements)

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“…The results suggested that students prefer teachers who are: social; sympathetic, friendly, humorous, who offer themselves as mentors and facilitators, who show concern with their learning and who treat students respectfully. The same findings have been reported by many studies Oteir & Al-Otaibi, 2019;Tóth, 2010;Malik et al, 2020). For instance, Abu Rabia (2004) found that "the higher the students' evaluation of their teachers as supportive, encouraging, and understanding, the lower the students' level of anxiety in FL learning situations".…”

Section: Discussionsupporting

confidence: 76%

“…English language is viewed as an instrument of power, prestige, and a guarantor for a bright future in Pakistan (Malik et al, 2020). Consequently, it is the intense desire of students and their parents to attain proficiency in this language (Ahmad & Rao, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…They are, particularly interested in the development of speaking skills. However, besides the existence of this instrumental motivation, a number of EFL university students are not proficient in speaking skills, and moreover, they feel uncomfortable when speaking English in various situations (Malik et al, 2020). Following the utility of English in Pakistan, it is important to explore the factors that could promote students' speaking skills.…”

Section: Introductionmentioning

confidence: 99%

“…However, the findings of various studies suggest that SA has debilitative effects on language learning and production Oteir & Al-Otaibi, 2019). On the other hand, almost all anxiety studies agree that most of the anxiety is associated with language teachers' behaviour towards their students (Horwitz, 2017;Malik et al, 2020;Marwan, 2016;Milan, 2019). Therefore, it seems imperative to explore the kinds of teacher behaviour that could alleviate students' speaking anxiety (SA) in order that students' English learning in general and spoken competency, in particular, may be developed.…”

Section: Introductionmentioning

confidence: 99%

“…In the same line, Piniel and Csizérc's (2015) study found that teachers' negative and unkind demeanor was reported as a main cause of anxiety. Likewise, many other anxiety studies have established that much of SA is associated with teacher-student relations (Horwitz, 2017;Malik et al, 2020;Aydin, 2016;Horwitz, 2016, Horwitz, 2017. Teachers and students may have different perceptions about various Global Regional Review (GRR) classroom procedures (e.g., learning and teaching styles, seating arrangements, classroom activities), and any incompatibility between their views may invoke students' anxiety.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Influence of Anxiety on the Use of Language Learning Strategies: A Study at Intermediate Level in Bahawalpur

Ahmad

Ain

2021

GRR

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The objectives of the current study were to examine the overall language learning strategies used by Pakistani intermediate level students, to discover the difference of anxiety level, difference of LLS use of the participants and to find out the interaction of anxiety on the use of LLS. 391 students of intermediate level belonging to Bahawalpur (Pakistan) were the participants of the study. The data collection instruments included Strategy Inventory for language learning (SILL) (Oxford, 1990) and Foreign Language Class Room Anxiety scale (FLCAS) (Horwitz et al. 1986). The reliability of the two instruments was measured via Chronbach's Alpha. Collected data were analyzed through SPSS by applying concerned tests to manage results. Findings reveal a significant influence of anxiety on the use of language learning strategies by intermediate level students of Bahawalpur. Test anxiety, Communication anxiety, and fear of negative evaluation interact with the use of English language learning strategies

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Influence of Anxiety on the Use of Language Learning Strategies: A Study at Intermediate Level in Bahawalpur

Ahmad

Ain

2021

GRR

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Rasch analysis and differential item functioning of English language anxiety scale (ELAS) across sex in Egyptian context

Khalaf

Omara

2022

BMC Psychol

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Background English language anxiety (ELA) is a prevalent phenomenon in language education. It is one of the most commonly investigated non-linguistic variables in studies of language learning. Accordingly, numerous studies have paid great attention to the factors leading to FLA. Methods As instruments of ELA have not been subjected to a rigorous test of item response theory (IRT), this study conducted such analysis using the Rasch rating scale model. ELAS scale developed using classical testing theory (CTT), which consists of 32 items measuring four sub-scales (listening, speaking, reading and writing anxiety), was analysed using IRT. WINSTEPS software and SPSS version 26 were used to examine the psychometric properties, sex differential item functioning (DIF) and Rasch analysis of the ELAS in the Egyptian context. A total of 604 participants were recruited for data collection. Results The main findings indicated that the scale yielded a good approximation of Rasch assumptions and appears to be a valid and reliable tool. DIF was computed using the Mantel–Haenszel (MH) method and Welch’s t-test, which indicated that no sex bias was detected for any item of the ELAS. Conclusions This paper presents a promising ELA instrument characterized by adequate validity, reliability and objectivity in addition to potential for precise use in comparison between males and females because it is invariant across sex.

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The Effects of Situational and Contextual Variables on Foreign Language Classroom Anxiety: An Investigation of Pakistani Tertiary EFL Students’ Perceptions

Qasim

2022

JDSS

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Foreign language anxiety is a type of anxiety that is specific to language learning process. Anxiety can not only impact the language students' negatively but it can also enforce them to give up their studied (Horwitz, 2017;Malik et al., 2020;Milan, 2019). In Pakistan, there is a lack of research in the field of language anxiety and the majority of language teachers and students are not fully cognizant of its existence and effects on language learning (Samad, 2014). Most of the previous studies have investigated anxiety from classroom perspective and there is a lack of studies exploring anxiety from outside of the classroom perspective (Marwan, 2017). Therefore, this study is an attempt to understand language learning anxiety by investigating it in relation to various contextual variables to contribute to the existing body of knowledge. This study explored 100 BS English students' language anxiety at University of Baluchistan. It aimed to investigate Pakistani tertiary EFL students' perceptions when speaking English in class and outside of class. The study employed both quantitative (questionnaire) and qualitative (semi-structured interview) tools to collects data. The findings clearly suggested that students experience more anxiety when speaking English in class than speaking English outside of class. The study suggests that a friendly and supportive teacher, gentle error correction, relaxed and social classroom environment and incorporation of activities that don't require students to be singled out may alleviate students' anxiety.

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Quantitative Analysis of the Foreign Language Anxiety: Chinese and Pakistani Postgraduates in Focus

Cited by 4 publications

References 0 publications

Exploring the Influence of Anxiety on the Use of Language Learning Strategies: A Study at Intermediate Level in Bahawalpur

Exploring the Influence of Anxiety on the Use of Language Learning Strategies: A Study at Intermediate Level in Bahawalpur

Rasch analysis and differential item functioning of English language anxiety scale (ELAS) across sex in Egyptian context

The Effects of Situational and Contextual Variables on Foreign Language Classroom Anxiety: An Investigation of Pakistani Tertiary EFL Students’ Perceptions

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