Anxiety in the Foreign Language Classroom: An empirical study of foreign language anxiety experienced by a group of Australian university students studying spoken Chinese
01 Jan 2007-
TL;DR: This article investigated and examined students' perspective on speaking in the Spoken Chinese classes at different levels (Beginner, Intermediate, and Advanced classes) over two consecutive semesters during 2004 at The University of Queensland.
Abstract: Foreign Language Anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. Many researchers have studied the proposed notion of language anxiety in the second language classroom. MacIntyre (1995) maintained that language anxiety can play a significant role in creating individual differences in both language learning and communication. In Young’s Interviews (1992), Krashen, Young, Omaggio Hadley, Terrell, and Rardin acknowledged that speaking in the foreign language probably produces the greatest amount of anxiety in language learners. Horwitz et al. (1983) developed the FLCAS (Foreign Language Classroom Anxiety Scale) from their research and empirical studies in order to capture the specific anxiety reaction of a learner to a foreign language learning setting. The main purpose of this study was to test Horwitz et al.’s construct of foreign language anxiety by validating an adapted FLCAS for students of Chinese. Most published research has focused on anxiety in learning Western languages, such as Spanish, French, and German. It was hoped that the results of this empirical study using a non-Western language would shed new light on the concept of foreign language anxiety and would expand its scope and implications. This study investigates and examines students’ perspective on speaking in the Spoken Chinese classes at different levels (Beginner, Intermediate, and Advanced classes) over two consecutive semesters during 2004 at The University of Queensland. Objectives of the study include: (1) investigate and compare the perception of first and second semester students’ foreign language anxiety in Spoken Chinese classes at Beginner, Intermediate and Advanced levels; (2) assess the reliability of the FLCAS when it is applied to a non-Western language; (3) compare the contributions of the different factors associated with Foreign Language Anxiety; (4) correlate the results obtained from foreign language anxiety and students’ performance; (5) investigate the role of anxiety contributing to student attrition in foreign language courses at university; and (6) identify the educational implications of the findings with the aim of creating a less stressful language classroom environment. More generally, the results of this empirical study of second language anxiety in learning Chinese should further elucidate the concept of foreign language anxiety established in studies of Western languages and expand the scope and implications of these concepts.
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25 Dec 2015
TL;DR: The authors found that ESL learners have a neutral reaction to the three levels of anxiety and they also have a Fear of Negative Evaluation in the aspect of low self-perceived linguistic competency.
Abstract: A total of 40 respondents had participated in the study, comprising of 20 ESL students and 20 EFL learners from two Philippine-based learning institutions. The respondents were administered with a questionnaire which has two parts: the 33-item Foreign Language Classroom Anxiety Scale (FLCAS) survey developed by Horwitz, Horwitz, and Cope (1986) and the 2-item questionnaire adapted from Williams and Andrade (2008). For the EFL respondents, the questionnaire was translated in their native language for comprehension and validity of the results. The gathered data were then analyzed using three frameworks: Horwirz, Horwitz, and Cope (1986 in Casado & Dereshiwsky, 2004) levels of anxiety of foreign language students, Tanveer‟s (2007) factors that affect language learning, and lastly a combination of Tanveer‟s (2007) definitions of the three stages of language learning with Williams & Andrade‟s (2008) sample categorization of learning stage. The general results of this study show that ESL learners have a neutral reaction to the three levels of anxiety and they also have a Fear of Negative Evaluation in the aspect of low self-perceived linguistic competency. As for EFL learners, the results indicated “no level of language anxiety” based on the scale, but a further analysis revealed that these EFL learners disagree on the statement: I don‟t worry about making mistakes in English class. Both groups of respondents answered that they view their selves to be responsible for the language anxiety they experience
13 citations
Cites background from "Anxiety in the Foreign Language Cla..."
...Liu (2007), in addition, acknowledges that it is a phenomenon so complex yet it can predict the learner‟s acquisition of the language intended....
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...Liu (2006) conducted a study on anxiety to Chinese undergraduates that are non-English majors at three different proficiency levels....
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TL;DR: In this article, a study was conducted to determine the presence of speaking anxiety among ESL learners, to investigate the relationship between language anxiety and speaking skills and determine the effect of task-based approach on learners' speaking anxiety.
Abstract: The objectives of this study are to determine the presence of speaking anxiety among ESL learners, to investigate the relationship between language anxiety and speaking skills and to determine the effect of task-based approach on learners' speaking anxiety. This quasi-experimental investigation was done on a total of 30 ESL low proficient diploma learners, who were in the age range of 18 to 24. These purposive samples were given questionnaire to support the first research question as it tests the presence of speaking anxiety. This questionnaire is framed as per the model of Foreign Language Classroom Anxiety Scale (FLCAS) which was designed by Horwitz et al. (1986). The pre-test and post-test, which were adapted from IELTS speaking test examples, were used to determine the effect of task-based approach. Task sheets containing pictures related to automobile, routine, events and processes were prepared by the researcher to conduct the seven weeks of programme. The findings revealed that anxiety exists among the learners in terms of communication apprehension, English language class anxiety and fear of negative evaluation. The more anxious the learners became, the lower the grades were achieved. The use of task-based approach throughout the intervention has given positive effect on the grades achieved in the post-test.
9 citations
Cites background from "Anxiety in the Foreign Language Cla..."
...Researchers such as Mamhot, Martin & Masangnya (2013), Andrade and William (2009), Worde (2003), Liu (2007), Chan and Wu (2004), Cheng (2004) and Horwitz et al. (1986) had proved the presence of language anxiety among EFL and ESL learners....
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01 Jan 2009
TL;DR: This article investigated student attrition and developed a prognostic approach to identify students at risk of withdrawing from their courses, using survey and interview data collected from 12 students who withdrew from elementary Spanish, identifying probable factors triggering withdrawal, and comparing these factors to those identified in the literature.
Abstract: Concerns about student retention and attrition rates in higher education have been steadily increasing over the years. Efforts to identify and treat potential withdrawers have grown considerably; now, more than ever, universities are getting more competitive and financially driven, as the issue of student attrition is threatening to affect the way in which universities continue to run (Harvey, Drew & Smith, 2006). More universities are now developing strategic retention plans that aim at keeping students enrolled in their courses, as there is no doubt that as attrition rates increase, universities’ funding could be at risk (Schwartz, 2007). Literature on student attrition and retention in higher education shows that there has been a substantial amount of research conducted into the issues of attrition and retention in general. Varied conceptual models have been developed to explain and acknowledge student attrition as problematic and these models have focused on determining the factors contributing to student withdrawal, as well as the elements that contribute to student success. However, until now, the literature available shows that there seems to be a shortage of research into the area of foreign language student attrition and retention. As the number of students learning a foreign language in Australian high schools is at its lowest ever, this lack of research is worrying (Group of Eight, 2007). This ultimately illustrates the importance and significance of research studies conducted to determine the reasons why students are withdrawing from foreign language classes at tertiary institutions. This study investigates student attrition and develops a prognostic approach to identify students at risk of withdrawing from their courses. The study was divided into three stages. The first stage examined class assessment reports to provide a picture of existing attrition rates in the course being examined, Elementary Spanish. The second stage explored factors contributing to withdrawal, using survey and interview data collected from 12 students who withdrew from Elementary Spanish, identifying probable factors triggering withdrawal, and comparing these factors to those identified in the literature. These data were contrasted with those collected from 24 students who did not withdraw. The third stage saw the development and piloting of a prognostic instrument and approach aimed at identifying students potentially at risk of withdrawal, using theoretical insights gained from the previous two stages. Previous studies have taken a diagnostic approach to attrition—that is, looking at the problem after it has taken place. The prognostic instrument was piloted with a group of 18 first year Elementary Spanish students in 2007 to identify those at risk of withdrawal, and to evaluate the performance of the instrument. As a result of the pilot in 2007 parts of the approach were improved and in 2008 it was implemented on a group of 31 students. The results were positive in determining which students could be at risk. While the study examined Spanish language students, and thus the results may not be applicable to other languages or other disciplines, this study was the first of its kind in taking a prognostic rather than diagnostic approach to an issue of great importance to both education providers and students.
2 citations