The presence of women in Leïla Slimani’s work

Erquicia, Irati Fernández

doi:10.5209/thel.61153

Cited by 2 publications

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“…Je me contrarie quand le professeur m'interroge sur des leçons que je n'ai pas pu réviser. (Jarie et al 2019)…”

Section: Discussionunclassified

L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence

Blachowska-Szmigiel

2020

10.14746/gl

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Language anxiety is the feeling of tension and apprehension associated with second / foreign language learning. It manifests itself in two types of emotional reactions: positive (positiveanxiety) and negative (debilitating anxiety). The focus of this article is to explore the debilitating language anxiety of students learning French as a foreign language and to find out its level in thefirst, second and third years of undergraduate studies in Romance philology. The main research problem concerns the need to develop their ability to manage debilitating language anxiety. Forthis purpose, the findings of a FLCAS questionnaire are presented

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“…Je me contrarie quand le professeur m'interroge sur des leçons que je n'ai pas pu réviser. (Jarie et al 2019)…”

Section: Discussionunclassified

L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence

Blachowska-Szmigiel

2020

10.14746/gl

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Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

Quispe-Sanca,

Arteta-Sandoval,

Quispe-Sanca

et al. 2024

Front. Educ.

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BackgroundAnxiety in learning foreign languages is a global phenomenon that impacts students’ academic performance, with English being a critical language in secondary education. The Foreign Language Classroom Anxiety Scale (FLCAS) has been widely used to assess this anxiety. However, the need to validate and adapt the scale for specific cultural contexts remains a priority in educational research.ObjectiveTo assess the validity and reliability of a Spanish version of the FLCAS among a sample of Peruvian secondary education students, in order to better understand the structure of language learning anxiety in this context.MethodsA total of 818 students from four public educational institutions in southern Peru participated. An instrumental design was used, which included descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of convergent, divergent validity, and measurement invariance by gender.ResultsThe EFA recommended a four-factor model that explained 32% of the total variance. Subsequent CFA adjusted this model to 24 items with optimal fit indices (CFI = 0.969; RMSEA = 0.045). The reliability of the factors was acceptable (α > 0.70 for all factors). Convergent and divergent validity was confirmed through significant correlations with related constructs (Fear of Negative Evaluation and Enjoyment of Foreign Language). Gender invariance analysis indicated that the scale is equally applicable to men and women.ConclusionThe Spanish version of the FLCAS is a valid and reliable tool for assessing foreign language classroom anxiety among Peruvian secondary education students. This study contributes to the field of language teaching by providing evidence of the cultural applicability of the FLCAS in the Peruvian context, thus facilitating more effective pedagogical interventions to address language learning anxiety.

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The presence of women in Leïla Slimani’s work

Cited by 2 publications

References 1 publication

L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence

L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

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