Second Language Anxiety and Achievement: A Meta-Analysis – Erratum

Teimouri, Yasser; Goetze, Julia; Plonsky, Luke

doi:10.1017/s0272263119000445

Cited by 98 publications

(186 citation statements)

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“…Similar to Teimouri et al. (), the current study also evaluates whether the type of performance measure modulates the anxiety–performance correlation. Whereas Teimouri et al.…”

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confidence: 80%

“…Teimouri et al. () found a slightly bigger overall correlation of −.36 (95% CI [−.39, −.33]), which aggregated the correlations with self‐perceived performance (−.47), GPA (−.26), course grade (−.34), and language test (−.36).…”

Section: Discussionmentioning

confidence: 99%

“…Horwitz () reckoned that the typical correlation coefficient was around −.50 (accounting for roughly 25% of the variance in FL performance). Despite Horwitz's observation, no previous study (except Teimouri, Goetze, & Plonsky, ) has systematically evaluated the magnitude of the overall correlation with control over sample size, participants’ background, and between‐study variation. The overall correlation magnitude is important in that it allows us to clarify the role of FL anxiety in FL learning (e.g., the variance shared by anxiety and performance).…”

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confidence: 99%

“…To my knowledge, only one meta‐analysis (Teimouri et al., ) has been conducted to systematically evaluate the correlation between FL anxiety and performance. Teimouri and colleagues found that the overall correlation was −.36 (95% CI [−.39, −.33]).…”

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confidence: 99%

“…While Teimouri et al. () have deepened our understanding of FL anxiety, several issues remain open for discussion. First, Teimouri et al.…”

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confidence: 99%

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Foreign Language Anxiety and Foreign Language Performance: A Meta‐Analysis

Zhang

2019

The Modern Language Journal

189

126

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This meta‐analysis investigated the relationship between foreign language (FL) anxiety and FL performance. Fifty‐five independent samples with more than 10,000 participants were surveyed. It was found that the overall correlation between FL anxiety and FL performance was −.34 (p < .01). FL listening anxiety had the strongest correlation with FL listening performance. Both FL reading anxiety and test anxiety had a weaker correlation with FL performance as compared to other types of anxiety. The anxiety–performance correlation remained stable across groups with different FL proficiency levels, suggesting that the role of FL anxiety should not be ignored regardless of the FL learners’ proficiency level. As compared to language family, lexical similarity was found to have a more decisive modulating effect on the anxiety–performance correlation. However, language family and lexical similarity may interact to affect the anxiety–performance correlation. Finally, a metaregression analysis showed that age could affect the correlation between FL anxiety and performance.

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“…Similar to Teimouri et al. (), the current study also evaluates whether the type of performance measure modulates the anxiety–performance correlation. Whereas Teimouri et al.…”

mentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

“…While Teimouri et al. () have deepened our understanding of FL anxiety, several issues remain open for discussion. First, Teimouri et al.…”

mentioning

confidence: 99%

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Foreign Language Anxiety and Foreign Language Performance: A Meta‐Analysis

Zhang

2019

The Modern Language Journal

189

126

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Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐Methods Study

2022

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This paper explores differences in 437 learners' foreign language classroom anxiety (FLCA) in in‐person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in emergency remote teaching . In order to obtain a more granular view, item‐level analyses revealed that learners in online classes were significantly less worried about being outperformed by peers, suffered less from physical symptoms of anxiety when called on in class, and were less anxious when they were in fact well‐prepared. Feeling embarrassed to volunteer answers was significantly higher in online classes. Interviews with 21 participants revealed that the interviewees mentioned anxiety‐provoking aspects of the class considerably more frequently online than in in‐person classes. However, the sources of anxiety in online classes differed from the ones in classes taught on‐site. Thus, it seems that the newness of the setting foregrounded anxiety‐provoking aspects specific to emergency remote teaching, making others fade into the background at the beginning of the pandemic.

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