Young Children’s Foreign Language Anxiety

Kiaer, Jieun; Morgan-Brown, Jessica M.; Choi, Naya

doi:10.21832/kiaer1609

Cited by 4 publications

(7 citation statements)

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“…In most contexts, early FL learning, overwhelmingly English, was offered following parental interest and pressure (e.g., in 16 European countries and Australia, Hong Kong, Canada, and USA: Nikolov & Curtain, 2000;in Portugal: Mourão, 2019). This trend energized "English fever" (in Indonesia: Kiaer et al, 2021) and "Englishization" (in the Netherlands: Keydeniers et al, 2021). In South America, and on other continents, early English learning is seen as a means of "opening doors" (Sayer, 2018).…”

Section: Language Policy Documents On Preschool Fl Teaching and Learningmentioning

confidence: 99%

“…The dynamics play out in specific contexts in different ways. In South Korea, for example, Kiaer et al (2021) found positive relationships between how much English was used in two types of kindergarten programs and the children's level of anxiety. Parents with higher ambitions placed their children in more intensive (immersion-like) programs.…”

Section: Public Attitudes Towards An Early Start Of Fl Learningmentioning

confidence: 99%

“…A few publications compare children's development in immersion and FL programs (e.g., Kiaer et al, 2021). Others offer insights into projects aiming to raise children's awareness of additional languages (e.g., Lourenço & Andrade, 2013), and examine how children's attitudes to English and their grades were impacted by preschool programs (Chen et al, 2020).…”

Section: Pre-primary Programsmentioning

confidence: 99%

“…When the importance of positive learner attitudes and motivation is ignored, children may develop FL anxiety. Insistence on rote memorization or native speaker pronunciation are some of the sources of preschool EFL learners' anxiety found in the Korean context (Kiaer et al, 2021). Using age-appropriate teaching practices and developing FL enjoyment are suggested as ways of creating anxiety-free classrooms.…”

Section: Empirical Studies On Preschool Fl Programs 41 Children's Ind...mentioning

confidence: 99%

See 3 more Smart Citations

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Nikolov

Djigunović

2023

Lang. Teach.

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This article offers insights into trends found in 74 empirical studies on teaching and learning a foreign language (FL) in pre-primary schools in 25 countries. The emerging picture is like that of primary-school programs: most are implemented in English, mostly owing to parents’ enthusiasm rather than evidence on long term FL benefits. Researchers focus on measurable outcomes in the FL rather than embedding studies in what early childhood education and language policies aim for: developing children not only in a FL, but also in their first language and emotional, cognitive, and social domains. A short literature review on how children learn languages and what necessary conditions include, is followed by the evidence empirical studies offer along themes found in them. Research has revealed encouraging results as well as weaknesses, whereas most authors frame their findings in positive terms. Overall, the younger the children the slower their rate of FL development. The field is dominated by FL experts; it would benefit from early childhood expertise to shift it towards the whole child. Although the increase in research is significant, more is necessary to build a model of pre-primary FL programs. A table available online complements the text.

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Section: Language Policy Documents On Preschool Fl Teaching and Learningmentioning

confidence: 99%

Section: Public Attitudes Towards An Early Start Of Fl Learningmentioning

confidence: 99%

Section: Pre-primary Programsmentioning

confidence: 99%

Section: Empirical Studies On Preschool Fl Programs 41 Children's Ind...mentioning

confidence: 99%

See 2 more Smart Citations

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Nikolov

Djigunović

2023

Lang. Teach.

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“…To meet parents', teachers', and others' expectations in exam-oriented contexts, many English as a Foreign Language (EFL) students study English to pass exams but rarely speak it (Kim, 2021). As many of these EFL students do not speak English well, they often do not enjoy learning the language, lack confidence, and may feel anxious or reluctant to speak English (Kiaer et al, 2021). For example, Swedish students in multilingual, communicative-oriented contexts were more willing to communicate in a second language (L2 WTC) than Korean students in monolingual, exam-oriented contexts (Lee & Sylvén, 2021).…”

mentioning

confidence: 99%

Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety

Lee,

Chiu

2023

Ann Rev Appl Linguist

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This study proposes and tests a comprehensive model (with demographics, informal digital learning of English, ideal/ought-to L2 self, L2 enjoyment, and self-perceived communication competence) of face-to-face and digital communication anxiety's relationship to willingness to communicate in a second language (L2 WTC) within in-class, out-of-class, and digital contexts. A structural equation model of survey responses from 1,269 Koreans learning English as a foreign language (746 secondary and 523 university students) showed that in all three settings, students with lower anxiety showed greater L2 WTC. Within in-class and out-of-class contexts, students with higher self-perceived English ability had lower face-to-face anxiety, which in turn yielded higher L2 WTC. In digital settings, students with a higher ideal L2 self (i.e., a more positive evaluation of their ability to attain the ideal L2 self) showed less overall anxiety (comprising face-to-face and digital anxieties), which yielded greater L2 WTC. These results suggest that future studies can test whether interventions to lower anxiety can increase L2 WTC across communication venues.

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Effects of Temperament and Parent–Child Interactions on Children’s Interest in Learning English: The Case of English Immersion Institutions

Choi

Kang

Kim

2021

Asia-Pacific Edu Res

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Young Children’s Foreign Language Anxiety

Cited by 4 publications

References 0 publications

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety

Effects of Temperament and Parent–Child Interactions on Children’s Interest in Learning English: The Case of English Immersion Institutions

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