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The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language

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Abstract

The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public university. Affective outcomes, such as motivation, attitude and anxiety, were examined using Gardner's Attitudes and Motivational Test Battery (AMTB) survey and a student demographic questionnaire. Quantitative data from the student demographic survey reported that the typical foreign language student surveyed is female, between the ages of 18-22, a junior, a liberal arts major with non-native fluency in the target language. The typical study abroad program attended by this sample is: short-term (less than eight weeks), most often 5-6 weeks in duration, a language and culture program with 10-16 hours of instruction per week. Quantitative data from the AMTB survey reported that SA students had a higher motivation index than the non-SA participants. The attitude index did not show a statistical difference between the SA group and the non-SA group. Anxiety, however, was found to be significantly lower in the SA students when compared to that of their non-SA counterparts. These findings contribute to the field of foreign language education by offering empirical evidence that a short-term study abroad experience does make a difference in regards to student motivation and anxiety in foreign language learning.

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... This is to certify that the work embodied in this thesis entitled A STUDY OF THE ANXIETY AND Table 5. 3 Students' Like me 82 Table 5. 4 Teacher's interest in problems 84 Table 5. 5 Opinions during class discussions 85 Table 5. 6 Teacher's questions for me 86 Table 5. 7 Explaining statement Diagrams and graphs 87 Table 5. 8 Learning from others 88 Table 5. 9 Working together to achieve class goals 89 Table 5. 10 Same encouragement from the teacher 90 Table 5. 11 Speaking in my foreign language class 91 Table 5. 12 Making mistakes in language class 92 Table 5. 13 Thinking other students better 93 Table 5.14 Start to panic to speak 94 Table 5. 15 Nervousness in English class 95 Table 5. 16 Speaking English language with native speakers 96 Table 5. 17 Same encouragement from the teacher 97 Table 5. 18 Feeling anxious in English language class 98 Table 5. 19 Confidence in speaking English 99 Table 5. 20 Confusion in language test 100 Table 5. 21 Do not feel pressure in English class 101 Table 5. 22 Fear of being laughed at me 102 Table 5. 23 English as Medium 104 Table 5. 24 Preference to study subjects in English 105 Table 5. 25 Lessons are a waste of time 106 Table 5. 26 Improve my grades 107 Table 5. 27 English lessons are fun 108 Feel happy going to English class 109 Table 5. 29 Enjoy school without English class 110 Table 5. 30 Useful to watch English movies 111 Table 5. 31 Talking with good speakers of English 112 Table 5. 32 Talking with others in English 113 Table 5. 33 Teaching in English is not important 115 Table 5. 34 Learning from others 116 Table 5. 35 Difference between males and females on the level of achievement 117 Table 5. 36 Difference between urban and rural students on subscale 117 Table 5. 37 Difference between males and females on overall classroom anxiety 118 Table 5. 38 Difference between urban and rural students on Test anxiety 119 Table 5. 39 Difference between private and public school students on overall Attitude 120 Table 5. 40 Difference between males and females on overall attitude 121 Table 5. 41 Difference between urban and rural students on overall Attitude 121 Table 5. 42 Difference between private and public school students on overall Attitude 122 PREFACE English is one of the most used languages in the world. It is used not only by the maximum number of people but also in so many different areas of the world. ...
... The most conspicuous characteristics of this method are the decoration, furniture, and arrangement of the classroom, the use of music and the authoritative behaviour of the teacher [38]. The claims for suggestopedic learning are dramatic. ...
... In line with the study of Gregersen and Horwitz (2002) on "perfectionism", fear of making mistakes has been found to be strongly linked with the learners" concern to save their positive image or impression in the mind of their teacher and peers. 38 ...
... In contrast, individuals with instrumental motivation learn a foreign language because of a practical or utilitarian reason, such as getting a well-paid job or being promoted in their jobs (Atay, 2004;Rifai, 2010;Oxford and Shearin, 1994). In other words, practicality and usefulness of a foreign language are taken into consideration (Morreale, 2011). ...
... 'attitudes toward learning the language and attitudes toward the other language community' (Gardner, 1985;Morreale, 2011); the former of which is about education and the latter is social. According to Morreale (2011), Gardner advocates the idea that in terms of success in language learning 'attitudes toward learning a second language' which are about education, are more important than 'the attitudes towards the second language population' which are concerned with social issues. ...
... As hypothesized, the findings displayed the fact that attitudes can predict academic achievement. In other words, students who have positive attitudes about English are enthusiastic to participate in the process of learning (Gardner and Lambert, 1972;Lin, 2012;Gardner, 2010;Morreale, 2011). ...
... The rich body of Second Language Acquisition (SLA) research has encompassed many linguistic outcomes in different language contexts, but not always considering the affective filter of anxiety. Several SLA researchers have concerned themselves with the experiences that impact L2 anxiety either positively or negatively, such as study abroad [2][3][4][5] and Computer Mediated Communication [12][13][14][15][16]. Less research is oriented towards how L2 anxiety impacts linguistic and non-linguistic outcomes, such as international posture [2,17] and willingness to communicate (in the L2) [2]. ...
... This study provided important insight into longer lasting effects of SA on L2 anxiety. Other researchers studied L2 anxiety along with motivation [3,4], using both the FLCAS and the Attitude/Motivation Test Battery [11] during SA. The results showed a reduction in L2 anxiety [2,3] but a lack of effect on integrative motivation [3]. ...
... In numerous researches carried out in Turkey (Demirdaş&Bozdoğan, 2013;Aksoy, 2012;Demirdaş, 2012;Karaca, 2012;Öztürk, 2012;Burgucu, 2011;Karabey, 2011;Aydemir, 2011;Er, 2011;Sağlamel, 2009;Ergün, 2011;Balemir, 2009;Aydın, 2008;Sertçetin, 2006;Dalkılıç, 2001),it was identified that learners experience a remarkable and statistically significant level of anxiety in learning a foreign language. Regarded as a barrier in front of achievement in foreign language learning (Aida, 1994;Arnold & Brown, 1999;Horwitz, 2001), anxiety has almost unanimously been reported to be minimized in the relevant literature (Morreale, 2011;Huang, 2012). ...
... Another area in which the effect of experience abroad is investigated has been the foreign language anxiety of learners. Some studies in this sense (Allen & Herron, 2003;Coleman, 1997;Morreale, 2011;Thompson & Lee, 2014) touch upon the fact that experience abroad may reduce foreign language anxiety. Coleman (1997) claims that, after a certain period of experience abroad, learners are less afraid of making mistakes. ...
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This correlational survey study aimed to investigate whether the Turkish prep-class students' foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience abroad, perceived level of income and any third language (other than Turkish and English) they knew. Moreover, the study also tried to identify whether the sub-dimensions of the foreign language classroom anxiety scale-speaking anxiety in language class, interest towards language class and anxiety of talking with native speaker-significantly differ in terms of the independent variables afore-mentioned. And the last aim of the study was to understand whether there is any significant correlation between the foreign language classroom anxiety and foreign language achievement. The participants of the study was consisted of 683 students who, having been registered to study at various engineering departments of Fırat University, were receiving compulsory English preparatory education at the School of Foreign Languages during the academic year of 2013-2014. In order to measure the students' foreign language classroom anxiety, the scale developed by Horwitz, Horwitz& Cope (1986) and adapted into Turkish by Gürsu (2011) was used. The grades of the students were taken from the School of Foreign Languages. For data analysis, such statistical tests as percentage, frequency, t-test, ANOVA, eta-squared and Pearson's Correlation were employed. As a result, it was understood that there is a negative correlation between foreign language classroom anxiety and foreign language achievement.
... According to Noor Azina Ismail (2011); Latisha Asmaak Shafie & Surina Nayan (2010) and Ambigapathy Pandian (2002), students' diversity in terms of education background, exposure to the real world and learning abilities are often the factors that have been cited as to why students fail to master the English language. Omaggio (2001) as cited in Morreale (2011) stated that educators often face challenges in promoting second language proficiency among the students. This was further supported by Biber (2006) who explains that freshmen who have just entered the university will face many obstacles and changes which include learning to use language accurately. ...
... The findings from this study shed light on the existence of facilitative anxiety among the tertiary students in learning English as a second language. Despite many studies (Morreale, 2011;Du, 2010;Tanveer, 2007) have reported that anxiety deliberate language learning, scant studies found that anxiety as a helpful factor in language learning among the tertiary students. ...
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The aim of this paper is to determine the relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language with regards to discipline, gender and language proficiency. The respondents were 60 first year undergraduates students studying at the Faculty of Education in a local university in Malaysia. The data was collected using a questionnaire (adapted from Gardner and Smythe's AMTB survey) and semi structured interviews. Data obtained were analysed using SPSS software to determine the relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language while the interviews conducted was transcribed and were used to triangulate the findings. The findings from this study indicated that there is a negative but significant relationship in learning English as a second language between the three main variables of discipline, gender and language proficiency among the tertiary students. Findings also revealed that Science major students have slightly higher positive attitude towards learning English than the Non-Science students but interestingly, low proficiency students have higher and significant relationship in attitude and motivation than high proficiency students.
... There is a negative relationship between FLLA and foreign language learning achievements (Horwitz, 2002;Teimouri et al., 2019). The motivation for language learning can be diminished when learners suffer from high levels of anxiety (Morreale, 2011). Learners, teachers and instructional practices are potential sources of language anxiety (Young, 1991). ...
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Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions. Practitioner notes What is already known about this topic Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class. Students will be more engaged in learning when they perceive support from their teachers. Teacher support was an influential external predictor of students' mood swings. What this paper adds The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement. Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning. This paper further corroborates the relationship among the presences in the CoI framework. Implications for practice and/or policy Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes. Teachers need to ensure continued intellectual support and provide more emotional support for learners. Teachers are recommended to deliver feedback that aligns with students' emotional state.
... The study by Morreale (2011) investigated undergraduate students' attitudes who were enrolled in foreign language courses and who participated in SA programs. The results of this study failed to show a significant difference between the students of the SA group and the non-SA group. ...
Thesis
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Research on language attitudes towards native and non-native varieties in Turkey is limited (Akçay, 2020) and the studies hitherto carried out generally assess only attitudes towards English (Karahan 2017). To my knowledge, no previous study has tried to analyse attitudes towards Spanish native and non-native varieties. Therefore, this research aims to contribute to the existing literature on language attitudes in the Turkish context by comparing the attitudes of 66 undergraduate students (23 males, 43 females) towards native varieties of Spanish and non-native Turkish varieties of Spanish in the department of Spanish Language and Literature at Ankara University. In addition, speaker and rater gender were considered as variables, and 4 audio recordings were used as materials: two male and female native speakers and 2 male and female non-native speakers. For the data collection, a background questionnaire, the Speech Dialect Attitudinal Scale (SDAS), and interviews were employed. Combining quantitative and qualitative methods, the data triangulation technique was used to provide greater credibility and confidence for research results. The results revealed Turkish students’ negative attitudes towards the Turkish variety of Spanish and the fact that they prefer the native variety over the non-native. While the findings depending on rater gender did not show any significant difference, the results for speaker gender were significant and students viewed female speakers as less desirable than their male counterparts. The study abroad variable did not affect the results. Last but not least, pedagogical implications and limitations of the study are discussed.
... In addition, intercultural contact has also been found to have an impact of L2 motivation (Kormos, Csizér & Iwaniec, 2014;Dӧrnyei & Csizér, 2005), given that it creates opportunities to develop language skills and assists in shaping the learner's attitudinal and motivational disposition. A rich, authentic learning environment such as SA may not only be beneficial for the learner's motivation, but has also been suggested to potentially lower language learning anxiety (Gabriella Morreale, 2011). However, while the possibility of going abroad will evidently be a source of motivation for many students, for those who do not have the opportunity, this may be a direct source of demotivation. ...
Thesis
Over the last two decades, Content and Language Integrated Learning (CLIL) has become widely implemented throughout Spain, with the hope of enhancing foreign-language abilities and encouraging multilingualism (Ruiz de Zarobe & Lasagabaster, 2010). However, there has been such enthusiasm for the approach that its implementation has largely outpaced research into its effectiveness (Pérez-Cañado, 2012). In particular, there are four key issues which need to be addressed: the language of instruction, the acquisition of vocabulary, the learners’ motivation, and the influence of gender. Firstly, the vast majority of CLIL programmes throughout Spain are taught through the medium of English, prompting the use of the term CEIL (content-and-English integrated learning) (Dalton-Puffer, 2011). However, several schools also implement programmes through other important target languages (TLs) such as French (Ruiz de Zarobe & Lasagabaster, 2010). These languages other than English, however, have largely been neglected, both in research and practice. Within CLIL research Dalton-Puffer, Nikula and Smit (2010) have consequently called for comparative research across different TLs, so as to provide insight into the strengths and weaknesses of CLIL language-independently. Secondly, CLIL modules have been shown to produce positive effects on students' learning of content-related vocabulary (Heras & Lasagabaster, 2015). Within the field of lexical availability (LA), there have been recent calls to better understand this effect, by focusing on LA prompts which may be relevant to the CLIL subject and by including some measure of proficiency in order to determine its influence (Canga Alonso, 2017). Thirdly, motivation is well understood as an undeniably important factor in learning a foreign language (FL) and has been found to play a more significant role in CLIL than in non-CLIL settings (Navarro & García Jiménez, 2018). However, there may be a fundamental difference between the motivation for learning English compared with other languages, given that English is increasingly regarded as a basic educational skill, crucial to professional development (Dörnyei & Ushioda, 2013). There is thus a clear need to investigate CLIL language learning motivation in English as compared to other TLs, so as to determine whether the benefits hold true for languages other than English. Finally, research into gender and LA in Spain has largely shown a female advantage in younger learners and in early secondary school students. However, more research is needed to understand whether this advantage remains in later school years, and whether CLIL instruction plays a role. Female students have also generally been found to exhibit higher language learning motivation, however, there are suggestions that a CLIL context may provide a blurring effect of gender differences (Lasagabaster, 2008), given the assumption that male students may compensate for lower FL learning motivation with higher motivation towards the CLIL subject (Heras & Lasagabaster, 2015). However, research to date has produced mixed findings on whether this is in fact the case. To address these gaps, this thesis aims to analyse the LA and language learning motivation of secondary school students enrolled simultaneously in English and French CLIL, exploring the influence of the language of instruction, the role of gender, and the effect of CLIL on these different factors. The participants are native Spanish speakers from 9th, 10th and 11th grade who in addition to studying English as a Foreign Language (EFL) and French as a Foreign Language (FFL) also study content subjects through the medium of these languages. The study adopts both a cross-sectional (9th to 10th grade) and longitudinal (10th to 11th grade) approach, with participants completing language level C-tests, LA tasks and language learning motivation questionnaires both in English and French. Results point to clear differences between participants’ LA and language learning motivation in English and French, to the advantage of English. In terms of LA, exposure to content-related vocabulary was found to influence the results from one grade to the next, and language level was found to play a clear role. Regarding motivation, in addition to reporting greater motivation towards English, there was a much stronger relationship between LA and motivation and between language level and motivation in English than in French. There were also indications that attitudes toward CLIL classes may play a vital role. In terms of gender, female students were found to produce a higher number of words than male students, however, there are indications that male students may exhibit greater lexical sophistication in terms of LA. While male and female students were equally motivated towards learning English, clearer differences arose in French. Finally, CLIL instruction was also found to play a very important role in the acquisition of content-related vocabulary. In particular, results revealed that CLIL has the potential to help students improve their LA to the extent that they can effectively bridge the gap between them and students with a higher language level and greater LA in other domains.
... Another benefit of the presence of foreign students in the context of language learning is what Morreale (2011) wrote in his dissertation entitled: "The Relationship between Study Abroad and Motivation, Attitude and Anxiety in University Students Learning A Foreign Language". Morreale's dissertation revealed that the motivation of local students in classes was higher to learn foreign languages due to the existence of foreign students than those who do not have foreign students. ...
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The purpose of this study is to uncover: 1) How foreign students believe in learning English at Islamic higher education in Kalimantan, 2) The experience of foreign students in learning English at Islamic higher education in Kalimantan, 3) The challenges of foreign students in learning English at Islamic higher education in Kalimantan. This qualitative phenomenological research was to disclose the phenomenon of the entry of foreign students to Kalimantan. The main participants of the study were foreign students and English lecturers of state Islamic institute of Samarinda, state Islamic institute of Palangkaraya, and state Islamic university of Antasari. Meanwhile, the secondary participants of the study were foreign students and English lecturers from the state Islamic institute of Pontianak. The instruments were interviews, documentation, and observation. Analysis of research data used a model from Miles and Huberman consisting of data collection, data reduction, data presentation, and drawing conclusions. There are three important findings of this study. Firstly, foreign students believe in learning English at Islamic higher education in Kalimantan. They declared that the curriculum is appropriate, carried out by a good process, facilitated by adequate learning facilities, and implemented by competent teachers with varied learning methods. They were also assured to get the extra benefit of not only learning English but also learning Islamic material. Secondly, regarding to the experience of foreign students, there are two main things as our conclusion, namely: language learning benefit and socio-cultural benefit. In the context of learning English, they learned English material and felt more confident in speaking English. Meanwhile, from the socio-cultural aspect, foreign students at Islamic higher education in Kalimantan enhance their life experiences by learning the social life of the Indonesian people which enrich their life experiences. Thirdly, the challenges they faced were independent living, increasing self-confidence, mastering learning material, improving English speaking skills, and adapting to the environment, such as: food, language, or culture.
... Propelled by the results of empirical studies, the development of theories on SL/FL motivation in return stimulates more empirical research. Consequently, a plethora of empirical studies can be found in the current literature that showcase the importance of motivation in SL/FL learning and interaction of motivation with various other linguistic, cultural, psychological and affective variables (e.g., Cai & Zhu, 2012; [1] Dörnyei & Ryan, 2015; [8] Flemens, 2019; [11] Grant, Huang & Pasfield-Neofitou, 2018; [14] Hernàndez, 2010; [16] Liu, 2012; [18] Matsumoto, 2017; [22] Muftah & Rafik-Galea, 2013; [24] Morreale, 2011; [23] O'Reilly, 2014; [25] Polat, Balog & Mahalingappa, 2013; [26] Qin & Dai, 2013; [27] Thompson & Erdil-Moody, 2016; [30] Ushioda, 2011; [32] Wesely, 2009; [35] Winke, 2013; [38] Xiao, 2011). [39] For example, Muftah and Rafik-Galea's (2013) [24] study of 182 Malaysian preuniversity students' English learning motivation revealed that the participants had very high motivation and positive attitudes towards learning English and that they were more instrumentally motivated. ...
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Not much research has been done on motivation to study a second, third or even fourth foreign language though learners of such languages have been increasing. To contribute to this, the present study examined German learning motivation of Chinese university students at different proficiency levels. A total of 297 German learners at three different proficiency levels at a university in Beijing filled in the questionnaires, of whom 191 answered the open-ended question and 50 were informally interviewed. Analyses of the data revealed the following major findings: (1) most respondents at each proficiency level had limited access to and little chance to use German, liked the language, studied it (very) hard and did not think the language was difficult, (2) students at different proficiency levels studied German for similar reasons such as major study/research, further education, future career, interest in foreign language learning and German, and (3)students at higher proficiency levels perceived German to be more difficult and worked harder on it. Students at higher proficiency levels were both integratively and instrumentally more motivated to study German and had greater motivation intensity as well. It is clear that students at different proficiency levels were motivated to study German and that students at the advanced level tended to be more integratively motivated than those at the beginning level. Based on these findings, some suggestions are discussed.
... Another area in which the effect of experience abroad is investigated has been the foreign language anxiety of learners. Some studies in this sense (Allen & Herron, 2003; Coleman, 1997; Morreale, 2011; Thompson & Lee, 2014) touch upon the fact that experience abroad may reduce foreign language anxiety. Coleman (1997) claims that, after a certain period of experience abroad, learners are less afraid of making mistakes. ...
Article
This correlational survey study aimed to investigate whether the Turkish prep-class students' foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience abroad, perceived level of income and any third language (other than Turkish and English) they knew. Moreover, the study also tried to identify whether the sub-dimensions of the foreign language classroom anxiety scale-speaking anxiety in language class, interest towards language class and anxiety of talking with native speaker-significantly differ in terms of the independent variables afore-mentioned. And the last aim of the study was to understand whether there is any significant correlation between the foreign language classroom anxiety and foreign language achievement. The participants of the study was consisted of 683 students who, having been registered to study at various engineering departments of Fırat University, were receiving compulsory English preparatory education at the School of Foreign Languages during the academic year of 2013-2014. In order to measure the students' foreign language classroom anxiety, the scale developed by Horwitz, Horwitz & Cope (1986) and adapted into Turkish by Gürsu (2011) was used. The grades of the students were taken from the School of Foreign Languages. For data analysis, such statistical tests as percentage, frequency, t-test, ANOVA, eta-squared and Pearson's Correlation were employed. As a result, it was understood that there is a negative correlation between foreign language classroom anxiety and foreign language achievement.
Article
This article examines Vietnamese students’ motivation for learning Mandarin Chinese during their study abroad in Taiwan and their construction of self in relation to this language learning motivation. A combination of several concepts of ideal L2 self, ought-to L2 self, instrumental motive, integrative motive, linguistic capital, and multiple self-aspects is used as a theoretical lens to gain insights into the students’ Chinese learning motivation. The study employs a qualitative research approach in which semi-structured interviews with English-medium students from five Taiwanese universities were conducted. Findings reveal that the students’ motivation for learning Chinese contributed to portraying their ideal and ought-to Chinese selves, which subsume their different instrumental and integrative motives for language learning. The ideal Chinese self they would like to become possesses Chinese linguistic capital, which would confer on them advantages pertaining to their study, career development and social relations. The students’ ideal Chinese self also incorporates and reinforces their (desired) cultural, economic and social selves. Implications for supporting international students’ motivation for out-of-class language learning and their construction of self at the institutional level are then discussed.
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The present research explored L2 motivation, demographic variables and Chinese proficiency among adult learners of Chinese as a second language. A total of 83 international students studying in a Chinese university in Beijing answered the 54-item L2MSS questionnaire and a Demographic Questionnaire. Analyses of the data revealed the following findings: a) the L2MSS scales were significantly highly related to one another and highly reliable, b) ideal L2 self was significantly correlated with gender and the number of foreign languages learned (NFLL); integrativeness was significantly positively related to NFLL, c) the whole sample, as well as male and female participants, scored high on all L2MSS scales and had (great) motivation to study Chinese, d) female respondents held significantly more favorable perceptions of their ideal selves than their male peers, and e) L2SSM had no predictive effect or interactive effect with demographic variables on the students’ Chinese proficiency. Nevertheless, length of stay in China and gender proved to be powerful positive predictors for the latter. Evidently, the L2MSS scales are important dimensions of L2 motivation and closely related to second/foreign language learning. Understandably, it is necessary to continuously explore, understand and enhance students’ L2 motivation.
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This paper presents a meta-analysis on the relationships among students' anxiety, motivation and attitudes in learning English as Second Language in primary, secondary or high schools and in tertiary education. There were past researches based on these three variables in learning second language in Malaysia and overseas but this paper emphasizes a critical analysis in order to give brief understanding by comparing and analysing the findings from 19 different research studies. This paper looks into the relationships among anxiety, motivation and attitudes of students' in learning English as Second language. The findings show that there are strong relationships among these three variables which are anxiety, attitude and motivation in learning English as Second Language. The findings also show that the relationship between motivation and attitude towards learning English as Second language are highly correlated variables and many researches were done on these variables of learning English as Second Language.
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