scholarly journals Effect of doodling on Iranian EFL learners’ foreign language classroom anxiety and lexical retrieval

2020 ◽  
Vol 9 (6) ◽  
Author(s):  
Ali Roohani ◽  
Farshad Naseri
Keyword(s):  
Foreign Language ◽  
Lexical Retrieval ◽  
Efl Learners ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

Prior processing, foreign language classroom anxiety, and L2 fluency

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Susana Pérez Castillejo
Keyword(s):  
Foreign Language ◽  
Lexical Retrieval ◽  
Subsequent Performance ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
L2 Production ◽  
Proficiency Scores ◽  
Prior Processing ◽  
Classroom Anxiety

Abstract This study examines the role of prior processing (understood as L2 use earlier in discourse) in moderating the contributions of foreign language classroom anxiety (FLCA) and proficiency to L2 utterance fluency. Two groups with comparable FLCA and proficiency scores performed the same narrative task. One group completed it in the absence of any other L2 task, and one group completed it immediately after responding to a similar but not identical prompt. The participants’ speech was analyzed using breakdown, speed, and repair fluency measures. Results showed that prior processing can reduce FLCA’s interference during L2 production. Unexpectedly, prior processing did not produce significant fluency gains associated with lexical retrieval and syntactic encoding. Instead, the patterns of variation revealed that more attention was paid to message conceptualization. This finding implies that prior processing can moderate FLCA’s role in L2 production because it alters the way attentional resources are allocated in subsequent performance.

Investigating Anxiety Symptoms and Reactions within EFL Learners’ Oral Narratives: The Case of Intermediate Level Students

2016 ◽  
Vol 7 (5) ◽  
pp. 902
Author(s):  
Omid Sanaei
Keyword(s):  
Foreign Language ◽  
English Literature ◽  
Anxiety Symptoms ◽  
Oral Narratives ◽  
Efl Learners ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Quota Sampling ◽  
Classroom Anxiety

The present study investigated anxiety symptoms and reactions in EFL learners’ oral narratives. The focus of the study was first to ascertain whether EFL learners’ anxiety symptoms and reactions can be influenced by the degree of foreign language speaking anxiety in the classroom, and secondly to indicate to what extent Iranian EFL learners divulge the components of anxiety symptoms and reactions while they are narrating. Participants were 11 students comprising 5 males and 6 females studying English Literature at the University of Guilan, and they were selected by Purposive Sampling (Quota Sampling). ACTFL guidelines, Foreign Language Classroom Anxiety Scale (FLCAS), picture stories for narrative tasks, and direct observation were instruments of this study. The present study followed a mixed-method design in which EFL learners’ foreign language classroom anxiety was investigated quantitatively. Moreover, anxiety symptoms, anxiety reactions and their components were analyzed qualitatively. The results revealed that more evident anxiety symptoms and reactions can be found in more anxious students. Furthermore, it was revealed that physiological reactions to the classroom anxiety were visible within slightly anxious learners, while behavioral reactions occurred in all of the students.

scholarly journals Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

2015 ◽  
Vol 5 (2) ◽  
pp. 205-228 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Taghreed M. Al-Saraj
Keyword(s):  
Foreign Language ◽  
Short Form ◽  
Foreign Language Anxiety ◽  
Multicultural Personality ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Questionnaire ◽  
Classroom Anxiety

The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.

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