Relationships Between Foreign Language Anxiety and Willingness to Communicate Among Japanese EFL Learners

S, Fujii

doi:10.12792/jmti.8.1.1

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…Based on the research results, the higher level of anxiety in an Arabic language classroom, the more reluctant the learners will be to communicate in the class, and if their anxiety decreases, the more they are willing to communicate. The current study's findings are in accordance with the previous studies (Fujii, 2021;Rastegar & Karami, 2015;Tabataba'ian & Birjandi, 2012). Similarly, Baran-Lucarz (2014), who emphasised pronunciation anxiety, discovered that the more anxious the participants were about their pronunciation, the less eagerly they participated in speaking activities in the foreign language classroom.…”

Section: Discussionsupporting

confidence: 93%

The Correlation between Foreign Language Anxiety and Willingness To Communicate Among Students of Arabic As A Foreign Language

Zaharuddin¹,

Suparia²,

Khamarudin³

2023

IJARBSS

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A language is an important tool for communicating with people around the world, especially for educational purposes. Many foreign language classes are being offered in a lot of institutions nowadays. However, learning and communicating using a new foreign language may cause learners to be anxious in the classroom compared to speaking their first language. Hence, the present study aimed to investigate students' level of foreign language anxiety and determine its relationship with the willingness to communicate in Arabic as a foreign language. 110 students taking Arabic as the third language course at an advanced level, which is the third level, from a public university in Malaysia were chosen to complete two questionnaires, Foreign Language Classroom Anxiety scale and Willingness to Communicate scale. The findings of this study reveal that the level of language anxiety among students was moderate, and there is a negative correlation between foreign language class anxiety among the students and their willingness to communicate, which indicates that students' willingness to communicate decreases when their anxiety level increases. From this study, students' anxiety affects their communication in class. Thus, it is suggested that the instructors encourage students to speak in class and do activities to reduce their anxiety as well as boost their confidence.

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Section: Discussionsupporting

confidence: 93%

The Correlation between Foreign Language Anxiety and Willingness To Communicate Among Students of Arabic As A Foreign Language

Zaharuddin¹,

Suparia²,

Khamarudin³

2023

IJARBSS

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“…They argued that less anxious learners are inclined to have higher levels of intention to communicate. Fujii (2021) looked into the correlations between foreign language anxiety and willingness to communicate, the differences in willingness to communicate between high-anxious and low-anxious learners, and learners’ intention to communicate effectively in educational contexts. His study found a significant, negative relationship between foreign language anxiety and willingness to communicate, and the differences between high-anxious and low-anxious learners in terms of willingness to communicate were significant.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives

Wang

Shi

2022

Front. Psychol.

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Learners’ willingness to communicate in a foreign language is regarded as a critical issue in educational contexts, so the role of emotional factors in learners’ willingness to communicate has drawn the attention of investigators. This review investigated the studies on the relationship between English as a Foreign Language (EFL) learners’ grit, foreign language anxiety, and willingness to communicate. This review showed a significant relationship between learners’ grit and willingness to communicate. The earlier studies showed that gritty learners with incessant inspiring efforts are more likely to communicate in a foreign language. This review also indicated that lower anxious learners tend to have more willingness to communicate. Earlier studies also indicated that the theories, such as broaden-and-build, positive psychology, dynamic system, affective filter, and attentional control can justify the relationships between these constructs. Moreover, the study has some pedagogical implications and suggestions for teachers, learners, syllabus designers, material developers, teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers’ willingness to communicate, grit, and foreign language anxiety in educational environments.

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“…Moreover, in accordance with the findings of a slew of studies, foreign language anxiety is indeed a massive concern and commonly an adverse consequence that may hamper a person's foreign language (FL) acquisition (Alqurashi & Althubaiti, 2021;Cui, 2020;Alaleh, 2018;Dewaele & MacIntyre, 2016). Foreign language anxiety (FLA) is thought to be crucial and compelling in predicting foreign language achievement of EFL learners, principally in speaking skill and communication competence in institutional and highly qualified academic contexts Fujii, 2021;Effiong, 2015). By comparison, Kiae et al (2021) postulated that English-language anxiety corresponds to a form of social anxiety largely dependent on interpersonal interactions.…”

Section: Background and Problem Statementmentioning

confidence: 81%

Quantitative Method to Explore the Critical Issues of Speaking Anxiety Amongst Chinese PHD Candidates’ Doctoral Dissertation Oral Defense

Wei

Chang²

2023

EJEL

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Anxiety has a significant effect on oral communication, particularly when it occurs in the form of a public address. The quality of a public academic speaker's oral presentation may highly be determined by a variety of emotive elements. However, this has received much too little attention in the realm of academic dissertation oral defense presentations, despite the fact that this process may be incredibly nerve-wracking for both novice and experienced postgraduates, EFL learners in particular. In the current study, 68 Chinese EFL Ph.D. candidates consented to complete a revamped version of the Personal Report of Public Speaking Anxiety (PRPSA). Chinese EFL postgraduates reported an average high level of public speaking anxiety (X=4.34) during their doctoral dissertation defense presentations, as measured by three categorical variables: public speaking apprehension (X=4.40), self-behavior management (X=4.35), and fear of negative evaluation (X=4.26). Throughout Ph.D. candidate participants’ dissertation defense, fifteen anxiety-related questionnaire items were recognized to be the most anxiety-provoking conditions in terms of public speaking anxiety. In addition, differences in gender and graduate study specialization were not significantly associated with Chinese EFL Ph.D. candidates’ experiences with public speaking anxiety. Despite the findings, research has revealed that Ph.D. candidates in English as a Foreign Language from China exhibit statistically significant levels of anxiety related to public speaking, and as a result, pedagogical recommendations have been proposed. Article visualizations:<img src="/-counters-/soc/0025/a.php" alt="Hit counter" />

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Relationships Between Foreign Language Anxiety and Willingness to Communicate Among Japanese EFL Learners

Abstract: She has years of experience in teaching English at high school, vocational school and university. She is currently a researcher at Hokkaido University. Her research interests include language anxiety, willingness to communicate (WTC), individual factors, and EFL teaching.

Cited by 7 publications

References 7 publications

The Correlation between Foreign Language Anxiety and Willingness To Communicate Among Students of Arabic As A Foreign Language

The Correlation between Foreign Language Anxiety and Willingness To Communicate Among Students of Arabic As A Foreign Language

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives

Quantitative Method to Explore the Critical Issues of Speaking Anxiety Amongst Chinese PHD Candidates’ Doctoral Dissertation Oral Defense

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