The Relationship between Shyness, Foreign Language Classroom Anxiety, Willingness to Communicate, Gender, and EFL Proficiency

Bashosh, Sam; Nejad, Mohammad Abbas; Rastegar, Mina; Marzban, Amin

doi:10.4304/tpls.3.11.2098-2106

Cited by 20 publications

(19 citation statements)

References 36 publications

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“…Conversely, the findings contradict the findings of Nahavandi and Mukundan (2013) and Bashosh, Abbas Nejad, Rastegar and Marzban (2013) who investigated foreign language classroom anxiety and gender relationships and found that foreign language anxiety did not differ significantly across genders.…”

Section: Research Question Fourcontrasting

confidence: 56%

“…Results showed that the communication anxiety was the primary component among English language major students. Bashosh, Abbas Nejad, Rastegar, and Marzban (2013) examined the relationship between foreign language classroom anxiety and gender. Sixty language learners (40 females and 20 males) majoring in English translation were selected.…”

Section: Empirical Studiesmentioning

confidence: 99%

“…According to Horwitz, Horwitz, and Cope (1986), this scale had been shown to have an internal reliability of .93 with all items and test-retest reliability over 8 weeks of r=.83, p= .001. Many researchers have used the FLCAS in its original form (Bashosh, Abbas Nejad, Rastegar & Marzban, 2013;Grencheal, 2016), translated into participants' first language (Çağatay, 2015;Debreli & Demirkan, 2016;Fariadian, Azizifar, & Gowhary, 2014), and an adapted form to suit different needs (Choi, 2016;Wu, 2016).…”

Section: Instrumentsmentioning

confidence: 99%

“…Elsewhere, Brown (2000) asserts that gender, which is a psychological factor, influences language learning and is a substantial factor in language learning which has a critical role in foreign language learning. Many researchers (Bashosh, Abbas Nejad, Rastegar & Marzban, 2013;Gerencheal, 2016;Jebreil, Azizifar, Gowhary, & Jamalinesari, 2015;Wu, 2015;Zhao, 2007) have inspected the difference of anxiety levels between female and male language learners over the world and found contradictory results.…”

Section: Introductionmentioning

confidence: 99%

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English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions

Mohtasham¹,

Farnia

2017

IJREE

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The aim of this study was to examine Iranian EFL university students' level of anxiety and their perceptions towards in-class activities during speaking courses and possible causes of apprehension. Moreover, this study investigated whether or not EFL university students' gender differences affect their perceptions of foreign language speaking anxiety. To this end, data were collected from 175 Iranian EFL learners; 125 females and 50 males through Foreign Language Classroom Anxiety Scale (FLCAS) adopted from Horwitz, Horwitz, and Cope (1986) followed by a structured interview. The findings showed that the level of females' anxiety was significantly higher than that of males in impromptu speaking activities. Moreover, instructors could have an essential role in reducing the speaking anxiety. Results of the interviews confirmed the findings obtained through the questionnaire.

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Section: Research Question Fourcontrasting

confidence: 56%

Section: Empirical Studiesmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions

Mohtasham¹,

Farnia

2017

IJREE

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“…Similarly, Chu (2008) found a moderately positive correlation between foreign language anxiety and shyness. "He also found a negative relationship between shyness and willingness to communicate in both first and second language" (as cited in Bashosh, Nejad, Rastegar & Marzban, 2013, p. 2099.…”

Section: Studies On Shyness Language Anxiety and Language Learning Smentioning

confidence: 96%

The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement

Oflaz¹

2019

EUROPEAN J ED RES

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The purpose of this research was to investigate the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning German. In addition, it was aimed to determine how the independent variables predict the speaking scores and academic achievement. The research sample consisted of 110 students (75 female and 35 males). Three instruments used in the study were: Foreign Language Classroom Anxiety Scale; Strategy Inventory of Language Learning and Shyness Scale. The results of this study revealed that a moderate significant negative relationship (r= -.434) was present between the students' foreign language learning anxiety and academic achievement. Besides, a significant and negative relationship (r= -.290) was found between foreign language anxiety and speaking scores of students. According to the correlation analysis, no significant relationship was identified between shyness, academic achievement and speaking scores of students. According to the analysis, a significant positive relationship was found between the students' language learning strategies and their academic achievements (r= .275). Namely, these data showed that, the level of academic achievement increases as the use of strategy increases. Similarly, shyness and foreign language anxiety show a moderate positive correlation (r= .419). According to these findings, it may be stated that shyness increases as speaking anxiety rises. Besides, it was determined that students' shyness, foreign language anxiety and language learning strategies predicted 26.4 % of their academic achievement. The results indicated that independent variables were positive predictors of students' academic achievement. Finally, suggestions were made for German teachers to reduce the effects of shyness and anxiety in the process of foreign language learning.

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When the row predicts the grade: Differences in marketing students' performance as a function of seating location

Pichierri

Guido

2016

Learning and Individual Differences

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The Relationship between Shyness, Foreign Language Classroom Anxiety, Willingness to Communicate, Gender, and EFL Proficiency

Cited by 20 publications

References 36 publications

English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions

English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions

The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement

When the row predicts the grade: Differences in marketing students' performance as a function of seating location

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