scholarly journals Foreign Language Anxiety of EFL Students: Examining the Effect of Self-Efficacy, Self- Perceived Proficiency and Sociobiographical Variables

2018 ◽  
Vol 9 (2) ◽  
pp. 38-55 ◽  
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Students

scholarly journals Foreign Language Anxiety of EFL Students: Examining the Effect of Self-Efficacy, Self-Perceived Proficiency and Sociobiographical Variables

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Regression Analyses ◽  
Third Language ◽  
Language Classroom ◽  
Efl Students ◽  
And Gender ◽  
Gender Knowledge

The present study aims to explore the link between foreign language anxiety (FLA) and self-efficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad) among 261 Arabic university students learning English. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The findings revealed that this sample of Arab English as a foreign language (EFL) students experienced an average level of anxiety with female learners suffering more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy, self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that participants who were self-efficacious and felt more proficient in English were significantly less likely to suffer from FLA. However, even though knowledge of a third language and experience abroad were correlated with FLA, they had no effect on participants’ anxiety.

Foreign language anxiety in relation to affective variables

2018 ◽  
Vol 41 (3) ◽  
pp. 328-348 ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Foreign Language ◽  
Risk Taking ◽  
Self Efficacy ◽  
Public University ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Positive Correlation ◽  
Affective Variables

Abstract This study investigated Korean-as-a-foreign-language (KFL) students’ foreign language anxiety (FLA) in relation to five affective variables (i.e., unwillingness to communicate, classroom risk-taking, classroom sociability, motivation, and self-efficacy) as well as to self-rated Korean proficiency. One hundred and fifty-two KFL students who were enrolled in Korean classes in a large public university in Australia completed survey items for the study. Overall, KFL students in Australia showed moderate levels of anxiety (M = 2.79) and unwillingness to communicate (M = 2.58). Additionally, their levels of motivation (M = 3.92) and self-efficacy (M = 3.41) were high. Five affective variables were proven to be significantly related with FLA: a positive correlation between FLA and unwillingness to communicate; and negative correlations between FLA and classroom risk-taking, classroom sociability, motivation and self-efficacy. Among the variables, self-efficacy and self-rated overall Korean proficiency were found to be the best predictors of FLA.

scholarly journals The impact of contemplative practices on foreign language anxiety and learning

2017 ◽  
Vol 7 (4) ◽  
pp. 573-599 ◽  
Author(s):  
Emily E. Scida ◽  
Jill E. Jones
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Classroom Climate ◽  
Group Analysis ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Contemplative Practices ◽  
Post Test ◽  
The Impact

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context—affect and learning in foreign language courses.

scholarly journals Foreign Language Anxiety and Communicative Performance

2020 ◽  
Vol 3 (1) ◽  
pp. 199-207
Author(s):  
Atta M. Hamamorad
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Structural Equation ◽  
Target Population ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Face To Face ◽  
Communicative Performance ◽  
Language Classroom ◽  
Efl Students

The current study investigates foreign language anxiety among Kurdish EFL students and its consequences on their communicative performance. An investigative quantitative approach was used to conduct this study. A Total number of two hundred (200) EFL learners with different language proficiency levels from three different universities; University of Halabja and Sulaimani university in Iraqi Kurdistan Region, and University of Kurdistan in Iran, were selected to participate in this study. For the purpose of obtaining necessary information and data, a face-to-face assessment, in small groups of 4 was conducted during students’ class time in which their communicative performance based on accuracy, fluency, vocabulary, and pronunciation was evaluated and recorded. Additionally, Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was adapted and the target population were requested to respond to the statements presented in the questionnaire. The findings of the research taken from a structural equation modelling (SEM) indicated that all components of Communicative Performance were in a negative and significant correlation with anxiety.

scholarly journals THE RELATIONSHIP BETWEEN SELF-EFFICACY AND LECTURER’S ASSERTIVE BEHAVIOR WITH FOREIGN LANGUAGE ANXIETY

2018 ◽  
Vol 1 (2) ◽  
pp. 150-164
Author(s):  
Dedy Surya ◽  
Asih Menanti ◽  
Nina Siti Salmaniah Siregar
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Quantitative Research ◽  
English Education ◽  
Sampling Technique ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
State Institute ◽  
Assertive Behavior ◽  
The Relationship

This quantitative research aimed to determine the relationship between self-efficacy and lecturer’s assertive behavior with foreign language anxiety experienced by university student. The population in this study was the students of the Department of English Education, State Institute for Islamic Studies Langsa. The samples were selected by using Stratified Random Sampling technique and sorted 147 students in semester 2, 4, and 6 that spread proportionally. The data were collected by using Foreign Language Classroom Anxiety Scale (FLCAS), self-efficacy scale, and lecturer’s assertive behavior scale. The data, then, were analyzed by multivariate linear regression. The result showed that self-efficacy and lecturer’s assertive behavior significantly contributed to foreign language anxiety. The effective contribution of self-efficacy and lecturer’s assertive behavior to foreign language anxiety was 58,4%.

scholarly journals INDONESIAN EFL STUDENTS’ ANXIETY IN SPEECH PRODUCTION: POSSIBLE CAUSES AND REMEDY

2015 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Christina Lhaksmita Anandari
Keyword(s):  
Foreign Language ◽  
Speech Production ◽  
English Language ◽  
Public Speaking ◽  
Language Education ◽  
Conduct Problem ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Language Education ◽  
Efl Students

This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses,conduct problem solving, and increase confidence.

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