The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context

TL;DR: This paper found that foreign language learning in classroom settings has long been found to be associated with anxiety, though it is known that sources of foreign language anxiety are varied, whether anxiety is related to specific sources is unknown.

Abstract: Foreign language learning in classroom settings has long been found to be associated with anxiety. Though it is known that sources of foreign language anxiety are varied, whether anxiety is related...

Summary

Introduction

• Foreign language learning is known to be affected by a number of individual differences (IDs), such as aptitude, motivation, beliefs, anxiety, and personality, among others.
• Therefore, the present study aims to contribute to the existing literature of IDs by exploring whether learner beliefs about language learning are linked to foreign language classroom anxiety in the Turkish EFL context.

Learner beliefs about language learning

• Learner beliefs about language learning result from a variety of sources, such as previous language learning experiences, cultural background, and personality traits (Ellis, 2008) .
• Since the BALLI was initially based on US foreign language context, it was not a complete inventory of learner beliefs in general (Horwitz, 1988) .
• Mori (1999) investigated the relationships between general epistemological beliefs and foreign language learning beliefs.
• On the contrary, the language learning belief dimensions were related to different aspects of foreign language learning, such as perception of the difficulty (Kanji is difficult, Japanese is easy), the effectiveness of approaches to or strategies for language learning" (risk taking, analytic approach, avoid ambiguity), and "the source of linguistic knowledge [reliance on first language (L1)].
• As these studies indicate, learner beliefs constitute an important part of the language learning process and factors affecting learners' beliefs require more scholarly attention.

Foreign language anxiety

• According to Horwitz, Horwitz, and Cope (1986) , foreign language anxiety stems from underdeveloped communicative abilities in L2, which usually leads to fear of communication, self-consciousness, or silence.
• Originally used in different fields of psychology to understand social groups, discourse systems, and individuals (Furnham, 1994) , tolerance of ambiguity is now used in second language acquisition to understand complex learner behaviours and language learning processes.
• In a similar study in the Turkish EFL context, Thompson and Khawaja (2015) found that "English class performance anxiety" and "fear of ambiguity in English" factors were closely related to one another.
• Negative correlations between anxiety and performance have been found in several studies (e.g. Aida, 1994 and Horwitz, 1986) .
• As previously mentioned, since learner beliefs and foreign language anxiety are multidimensional constructs, the possible relationships between the two need further empirical attention.

The study

• The purpose of the present study which is a part of a larger project focusing on various IDs in the Turkish EFL context is to explore the relationships between the underlying factors of Turkish EFL learners' beliefs about language learning and foreign language anxiety.
• Identifying the possible connections between these two constructs will provide important insights into instructed adult second/foreign language learning; as Horwitz (1987) suggests, there is likely a relationship between language learning anxiety and beliefs about language learning.
• In light of this purpose, the present study investigates the following research question: .

Participants

• A total of 153 Turkish EFL learners enrolled in different universities in Turkey participated in this study.
• The majority of the participants reported Turkish as their first language, although there were a small number of participants who reported other languages as their first language, such as Kurdish.
• The participants were adult EFL learners, approximately 70% of whom were between 18 and 22 years old; the other 30% were older than 22.
• With regard to language learning experiences, all participants had studied English, and many of the participants had previously studied another foreign language of foreign languages.
• After English, German was the most commonly studied second foreign language, followed by other foreign languages, such as French, Spanish, Arabic, Russian, Italian, and Korean.

Data collection procedures

• All participants completed a series of surveys, including a background questionnaire and the BALLI and FLCAS questionnaires.
• A modified version of the BALLI was used in the present study.
• Participants were recruited via an email sent to English language teachers working in various universities in Turkey.
• In the email, there was a brief description of the study along with a link to SurveyMonkey.com where the survey had been created.
• Since the participants had varying levels of English proficiency, all of the questionnaire items were presented both in English and in Turkish.

Data analysis

• The statistical tests used in this study were Exploratory Factor Analysis (EFA) and Pearson Product-Moment Correlation Coefficient .
• The tests were performed via SPSS version 22.
• To answer the research question of the current study, based on the factors that emerged from the EFAs, PPMCC tests were performed on the factor scores in order to explore the relationships between BALLI and FLCAS factors.

The BALLI factor scores

• The EFA performed on the BALLI had internal consistency of .854, measured by Cronbach's alpha.
• The items which loaded at .3 or greater onto a factor were included, and only the factor loadings that had an eigenvalue greater than 1 were retained, resulting in a final five-factor solution .
• The most important part of learning English is learning how to translate from the L1 to English Factor 3: Confidence in English and desire to interact with native speakers and culture 13.
• I would like to learn English so that I can better understand people who speak English as a native language.
• The fifth factor (F5), "Situation for English learning," had five items and explained 5.16% of the variance with a Cronbach's alpha of .73.

The FLCAS factor scores

• Following the same procedures in the BALLI EFA, the EFA conducted on the FLCAS items resulted in a four-factor structure with a Cronbach's alpha of .901, accounting for 63.60% of the total variance.
• Therefore, the negative loading indicates that the learners would indeed be bothered by more English classes.
• Finally, F4, "Fear of ambiguity in English," accounted for 2.63% of the variance with four items indicating feelings of uncertainty associated with English use or classroom instruction and communication.
• Table 2 includes the FCLAS factor names with the items that loaded onto them.

. The FLCAS Factors

• English class performance anxiety 23, also known as Factor 1.
• I always feel that the other students speak English better than I do.
• I would probably feel comfortable around native speakers of English.
• I often feel like not going to my English class.

Correlations between the BALLI and FLCAS factors

• The Pearson product-moment correlation coefficients between all the BALLI and FLCAS factors were computed to find out whether learner beliefs and anxiety factors were linked.
• As shown in Table 3 , there are several interesting significant positive and negative correlations between some BALLI and FLCAS factors.
• In other words, when learners believe in the importance of interacting with native English speakers, they may not always enjoy classroom learning very much.
• BALLI-F4 also significantly positively correlated with FLCAS-3 "Negative feelings towards English" (r = .32) and FLCAS-4 "Fear of ambiguity" (r = .47).
• These correlations indicate that learners' beliefs about accuracy in using language may increase their anxiety level in the classroom.

Discussion and conclusion

• The findings of this study support the view that both learners' beliefs about language learning in general and foreign language anxiety consist of several constructs which interact with one another.
• , teachers need to emphasize in language classes that linguistic accuracy is not always the necessary precursor for conveying meaning, as meaning can still be negotiated and understood, despite the grammatical inaccuracies.
• What this moderate correlation suggests is that when learners have stronger beliefs about interacting with native speakers and cultures, they actually report negative feelings towards English in the classroom setting.
• Finally, the findings of the present study are limited to the Turkish EFL context and therefore the generalizability of the findings is also limited by this particular study population.
• The findings of this study demonstrate that learner beliefs and anxiety in second/foreign language learning are not independent constructs.

Figures

Table 2. The FLCAS Factors

Figure 1. Scree plot for BALLI factors

Figure 2. Scree plot for FLCAS factor loadings

Table 1. The BALLI Factors

Full text

The interplay between learner beliefs and
foreign language anxiety: insights from the
Turkish EFL context
Article
Accepted Version
Aslan, E. and Thompson, A. S. (2021) The interplay between
learner beliefs and foreign language anxiety: insights from the
Turkish EFL context. Language Learning Journal. ISSN 1753-
2167 doi: https://doi.org/10.1080/09571736.2018.1540649
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1
The interplay between learner beliefs and foreign language anxiety: Insights from the
Turkish EFL context
Abstract
Foreign language learning in classroom settings has long been found to be associated with
anxiety (Horwitz, 1986). Though it is known that sources of foreign language anxiety are varied
(Young, 1991), whether anxiety is related to learners’ inherent beliefs about language learning is
understudied. To this end, the present study examines the possible relationship between learner
beliefs and language anxiety in the under-researched Turkish EFL context. A population of
university-level Turkish EFL learners (n=153) completed the Beliefs about Language Learning
Inventory (BALLI) and the Foreign Language Classroom Anxiety scale (FLCAS). The
underlying constructs in both instruments were explored using an Exploratory Factor Analysis
(EFA). A series of Pearson Product-Moment Correlation Coefficient (PPMCC) tests were
performed on the factor scores from both instruments. The findings revealed that fear of
ambiguity was positively linked to classroom performance anxiety and negative feelings towards
English. In addition, the more confident learners feel themselves using English, the more desire
they seem to have to interact with native speakers. Overall, positive beliefs about language
learning may be helpful in reducing anxiety and boosting confidence in language learning. These
findings not only enhance our understanding of the complex psychology of language learning but
also have important implications for instructed EFL/ESL settings.
Key words: individual differences, second language acquisition, learner beliefs, foreign
language anxiety, Turkish EFL
Introduction

2
Foreign language learning is known to be affected by a number of individual differences
(IDs), such as aptitude, motivation, beliefs, anxiety, and personality, among others. For the past
three decades, a body of research has examined how IDs impact foreign language learning
processes in different contexts. For example, Thompson (2013) found evidence that language
learners’ previous language learning experiences and their language aptitude were interrelated.
Regarding language learning motivation, even skillful learners would not be able to achieve
long-term second language (L2) learning goals without sufficient motivation (Dörnyei, 2005),
and that visualization and imagery are crucial in creating a strong ideal L2 self, thereby
enhancing motivation (Dörnyei 2009). As much as aptitude and motivation, learner beliefs about
language learning and foreign language anxiety in the classroom, which are central to the present
study, also received scholarly attention. Even though several studies identified important
constructs regarding learners’ beliefs about language learning (e.g. Loewen, Li, Fei, Thompson,
Nakatsukasa, Ahn, & Chen (2009), Oz (2007), Thompson & Aslan, 2015), little research has
been conducted regarding the relationship between learner beliefs and anxiety. However,
Horwitz (1987) contended that factors leading to foreign language anxiety might be accounted
for in part by the beliefs learners construct about language learning, making the relationship
between language learning beliefs and anxiety an essential avenue of inquiry to pursue.
Therefore, the present study aims to contribute to the existing literature of IDs by exploring
whether learner beliefs about language learning are linked to foreign language classroom anxiety
in the Turkish EFL context.
Review of literature
Learner beliefs about language learning
Learner beliefs about language learning result from a variety of sources, such as previous
language learning experiences, cultural background, and personality traits (Ellis, 2008). In other

3
words, learner beliefs refer to how learners position themselves as language learners in a given
learning context, and their beliefs affect the way they control their own learning. Additionally,
learner beliefs include attitudes shaped in a particular learning setting towards language
instruction, including formal and informal language institutions, the teachers, and other learners
(Thompson & Aslan, 2015). Equally influential in the construction of learner beliefs is the target
community which includes the people of the target foreign language, and the perceptions of
learners’ about the target culture.
To measure the language learning beliefs of learners, Horwitz (1988) created the Beliefs
about Language Learning Inventory (BALLI) questionnaire. In the US context, Loewen et al.
(2009) investigated the underlying constructs of learner beliefs about grammar instruction and
error correction. They identified six factors, namely “efficacy of grammar,” “negative attitude to
error correction,” “priority of communication,” “importance of grammar,” “importance of
grammatical accuracy,” and “negative attitudes to grammar instruction.” Since the BALLI was
initially based on US foreign language context, it was not a complete inventory of learner beliefs
in general (Horwitz, 1988). Consequently, it has been modified and adapted to a variety of
foreign language learning contexts. For instance, Ariogul, Ünal, and Onursal (2009) compared
English, German and French language learners’ beliefs in the Turkish context. In a longitudinal
study, Kern (1995) investigated the beliefs of university students of French at the beginning of
their first and at the end of their second semester of studies using the BALLI. In the context of
Lebanon, Lebanese university students believed English to be an easy language to learn, whereas
they found French to be a difficult language (Diab, 2006). Similar to the results of Diab (2006)
with regard to French, Nikitina and Furuoka (2007) found that most learners in the multilingual
context of Malaysia believed that Russian is hard to understand, and its grammar is difficult. As
can be seen, research in this area has enhanced our understanding or the diverse beliefs learners

Frequently asked questions

Q1. What are the contributions mentioned in the paper "The interplay between learner beliefs and foreign language anxiety: insights from the turkish efl context" ?

Though it is known that sources of foreign language anxiety are varied ( Young, 1991 ), whether anxiety is related to learners ’ inherent beliefs about language learning is understudied. To this end, the present study examines the possible relationship between learner beliefs and language anxiety in the under-researched Turkish EFL context. 

Q2. What future works have the authors mentioned in the paper "The interplay between learner beliefs and foreign language anxiety: insights from the turkish efl context" ?

Therefore, future research is needed to investigate the impact of different variables such as gender, personality, and context of learning on language learners ’ beliefs and anxiety levels. Future research is needed to explore how the different constructs of beliefs and anxiety influence linguistic achievements of learners with respect to different skills such as listening, reading, writing, and speaking. This study can be replicated in other EFL and ESL settings for comparison and generalizability. Therefore, it is hoped that the contribution of the present study will serve as a motivation for others to explore the relationships between other individual differences. 

Q3. What were the two tests used in this study?

Data analysisThe statistical tests used in this study were Exploratory Factor Analysis (EFA) andPearson Product-Moment Correlation Coefficient (PPMCC). 

Q4. What tests were performed on the factor scores from both instruments?

A series of Pearson Product-Moment Correlation Coefficient (PPMCC) tests were performed on the factor scores from both instruments. 

Q5. According to Rubin (2008), what is the role of tolerance of ambiguity in learning?

According to Rubin (2008), the process of language learning can help learners become more comfortable with uncertainty and ambiguity. 

Q6. What are the six sources of foreign language anxiety?

Young (1991) identified six potential sources of foreign language anxiety: “personal and interpersonal issues,” “instructor-learner interactions,” “classroom procedures,” “language testing,” “instructor beliefs about language learning,” and “learner beliefs about language learning.” 

Q7. What is the main argument for tolerance of ambiguity in language learning?

Oxford and Ehrman (1992) claim that tolerance of ambiguity predicts L2 learners’ learning strategies, particularly in learners’ ability to make decisions. 

Q8. How can learners regulate their tolerance of ambiguity?

As suggested by Ely (1995), learners’ tolerance of ambiguity can be regulated by teachers through linguistic research or problem-solving activities, thereby learners see linguistic differences as anopportunity to explore and not something to feel anxious about. 

Q9. What is the way to correct a verb tense?

For instance, a learner may utter a sentence in which the verb tense is incorrect (i.e. the form) but meaning can still conveyed and understood via a lexical item (e.g., Yesterday The authorwatch the documentary.). 

Q10. What can be done to reduce learners’ fear of ambiguity in the classroom?

the idea that being able to understand every word that is heard or read or using forms accurately at all times is not crucial for language learning can be reinforced in order to reduce learners’ fear of ambiguity in the classroom. 

Q11. What is the relationship between fear of ambiguity and English?

The findings revealed that fear of ambiguity was positively linked to classroom performance anxiety and negative feelings towards English. 

Q12. What are the main constructs of learner beliefs about language learning?

learner beliefs include attitudes shaped in a particular learning setting towards language instruction, including formal and informal language institutions, the teachers, and other learners (Thompson & Aslan, 2015). 

Q13. What is the relationship between learner beliefs and foreign language anxiety?

As previously mentioned, since learner beliefs and foreign languageanxiety are multidimensional constructs, the possible relationships between the two need further empirical attention. 

Q14. What is the generalizability of the findings of the present study?

the findings of the present study are limited to the Turkish EFL context and therefore the generalizability of the findings is also limited by this particular study population. 

Q15. What is the purpose of the present study?

the present study aims to contribute to the existing literature of IDs by exploring whether learner beliefs about language learning are linked to foreign language classroom anxiety in the Turkish EFL context. 

Q16. What is the correlation between fear of ambiguity and learning English?

This finding resonates with the significant positive correlation found in Mori (1999) between the epistemological belief “simple knowledge” and language learning belief “avoid ambiguity” (r = .45), which suggests that learners who believe that knowledge in general must have a simple structure tend to seek unambiguous and clear-cut linguistic forms when learning a foreign language.