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Open accessJournal ArticleDOI: 10.1080/09571736.2018.1540649

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

04 Mar 2021-Language Learning Journal (Taylor & Francis)-Vol. 49, Iss: 2, pp 189-202
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...

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Topics: Foreign language anxiety (76%), Second-language acquisition (60%), Anxiety (60%) ... show more
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8 results found


Journal ArticleDOI: 10.1080/09571736.2019.1598474
Michiko Toyama1, Yoshitaka Yamazaki1Institutions (1)
Abstract: This study examined the effect of anxiety reduction sessions conducted in English as a foreign language (EFL) classrooms. EFL anxiety reduction sessions were developed based on two assumpti...

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Topics: Foreign language (62%), Anxiety (57%), Metacognition (51%)

10 Citations


Proceedings ArticleDOI: 10.1145/3425329.3425372
Hua Yin1, Yang Chen1Institutions (1)
25 Sep 2020-
Abstract: Students' inadequate engagement in pre-class learning is one of the causal factors that impede effective flipped learning. One possible solution can be the implementation of gamification in pre-class learning activities since motivating effects of game design elements in education have been discovered by previous empirical research. In the specific context of flipped EFL courses, student engagement in pre-class learning activities may interact with their language learning beliefs. Based on a theoretical analysis, this study proposes a conceptual model elaborating that the use of gamification in pre-class learning of flipped EFL courses may enhance students' engagement in terms of behavior, emotion, cognition, and agency and their positive beliefs about language learning. Limitations and future research recommendations are presented in the end.

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3 Citations


Open accessJournal ArticleDOI: 10.35445/ALISHLAH.V13I1.406
13 Apr 2021-
Abstract: This study investigates elementary school students’ anxiety over learning English, the influential factors of their anxiety, and the teacher’s strategies to reduce their anxiety. Anchored in a mixed research method, 75 fifth grade students at SDIT Robbi Rodhiyah in Curup, Bengkulu, Indonesia were involved as the sample for quantitative investigations into their learning anxiety levels and the influential factors of their anxiety. In addition, one English teacher was recruited as the qualitative subject to be interviewed on the teacher’s strategies to reduce students’ anxiety. The quantitative investigations deployed the FLCAS questionnaire developed by Horwitz, and the qualitative investigation conducted interviews with the English teacher. Descriptive statistics were employed to analyze questionnaire data, and an interactive model was undertaken to analyze interview data. The results revealed that the students were at a high level of English learning anxiety. Their anxiety stemmed from some factors such as anxiety over tests, fear of negative evaluation, and communication apprehension. In efforts to help students cope with and reduce their English learning anxiety, the teacher applied some strategies such as relaxation, music and laughter, self-encouragement, and additional considerations resting upon students’ to help them reduce their anxiety.

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2 Citations


Open accessJournal ArticleDOI: 10.29162/JEZ.2019.20
Ervin Kovačević1Institutions (1)
30 Dec 2019-Jezikoslovlje
Abstract: Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.

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Topics: Language acquisition (59%)

2 Citations


Open accessJournal ArticleDOI: 10.15408/IJEE.V6I2.14362
Luluk Iswati1Institutions (1)
Abstract: The purpose of this study was to investigate the beliefs of English as a Foreign Language (EFL) learners in a mixed-ability class of a private university in Yogyakarta. Having 30 respondents who took an English class at the Language Training Centre of the university, this study mostly employed a quantitative research design, through which data were taken using the BALLI questionnaire consisting of 35 question items. To support the quantitative data, interview were conducted. The quantitative data were analyzed using a 5-point Likert-scale, while the qualitative data were verbally described. The results show that learners’ self-efficacy and expectation about learning English is low (3.20); learners’ perceived value and nature of learning spoken English is fair (3.76); learners’ beliefs about foreign language aptitude is low (3.11); learners’ beliefs in formal structural studies (3.11) is also low. Therefore, it is suggested that teachers evaluate their teaching approach and strategy in order to increase students’ motivation, confidence, and interest in learning English which can eventually promote learners’ success in learning English as a foreign language . ABSTRAK Tujuan dari penelitian ini adalah untuk menyelidiki keyakinan bahasa Inggris sebagai Bahasa Asing (EFL) pada kelas dengan kemampuan campuran di universitas swasta di Yogyakarta. Dengan 30 responden yang mengambil kelas bahasa Inggris di Pusat Pelatihan Bahasa universitas tersebut, penelitian ini menggunakan metode kuantitatif, dimana data diambil menggunakan kuesioner BALLI yang terdiri dari 35 buah pertanyaan. Untuk mendukung data kuantitatif, wawancara dilakukan. Data kuantitatif dianalisis menggunakan skala Likert 5 poin, sedangkan data kualitatif dijelaskan secara verbal. Hasil penelitian menunjukkan bahwa: efikasi diri dan harapan mahasiswa dalam belajar bahasa Inggris rendah (3,20); nilai yang dirasakan mahasiswa dan sifat alamiah dalam belajar bahasa Inggris secara lisan adalah cukup (3,76); keyakinan mahasiswa tentang bakat dalam belajar bahasa asing rendah (3,11); dan keyakinan mahasiswa dalam studi struktural formal rendah (3,11). Oleh karena itu, disarankan agar dosen mengevaluasi pendekatan dan strategi pengajaran mereka untuk meningkatkan motivasi, keyakinan diri, dan minat mahasiswa dalam belajar bahasa Inggris yang pada akhirnya dapat mendukung keberhasilan mereka dalam belajar bahasa Inggris sebagai bahasa asing . How to Cite : Iswati,L. (2019). Investigating Learners’ Beliefs in Learning English: A Case Study. IJEE (Indonesian Journal of English Education), 6 (2), 153-170. doi:10.15408/ijee.v6i2.14362

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2 Citations


References
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30 results found


Journal ArticleDOI: 10.1111/J.1540-4781.1986.TB05256.X
Abstract: teachers of foreign languages. Many people claim to have a mental block against learning a foreign language, although these same people may be good learners in other situations, strongly motivated, and have a sincere liking for speakers of the target language. What, then, prevents them from achieving their desired goal? In many cases, they may have an anxiety reaction which impedes their ability to perform successfully in a foreign language class. Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.2 Just as anxiety prevents some people from performing successfully in science or mathematics, many people find foreign language learning, especially in classroom situations, particularly stressful.

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Topics: Foreign language anxiety (72%), Foreign language (59%), Test anxiety (58%) ... show more

3,358 Citations


Open accessBook
Zoltán Dörnyei1Institutions (1)
29 Jun 2005-
Abstract: Contents: Preface. Introduction: Definition, Brief History, and Taxonomy of Individual Differences. Personality, Temperament, and Mood. Language Aptitude. Motivation and "Self-Motivation." Learning Styles and Cognitive Styles. Language Learning Strategies and Student Self-Regulation. Other Learner Characteristics. Conclusion.

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2,976 Citations


Journal ArticleDOI: 10.2307/3586011
01 Mar 1975-TESOL Quarterly
Abstract: The differential success of second/foreign language learners suggests a need to examine in detail what strategies successful language learners employ. An indication is given of what these strategies might consist of and a list of several widely recognized good learner strategies is given. In addition to the need for research on this topic, it is suggested that teachers can already begin to help their less successful students improve their performance by paying more attention to learner strategies already seen as productive.

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1,800 Citations


Journal ArticleDOI: 10.1017/S0272263197001034
Roy Lyster1, Leila Ranta2Institutions (2)
Abstract: This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for the study and comprising the various moves in an error treatment sequence. Results include the frequency and distribution of the six different feedback types used by the four teachers, in addition to the frequency and distribution of different types of learner uptake following each feedback type. The findings indicate an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair. Four other feedback types—elicitation, metalinguistic feedback, clarification requests, and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.

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Topics: Corrective feedback (64%), Focus on form (51%)

1,758 Citations


Open access
12 Jan 2009-

981 Citations