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Abstract
Thesis (Ph. D.)--University of Texas at Austin, 2000. Vita. Includes bibliographical references (leaves 226-242).
... Hence, this study was conducted to examine the level of listening comprehension anxiety faced by L2 learners as well as factors influencing listening comprehension anxiety in flipped classrooms. The Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) comprised of 33 items was adapted and used as the primary data collection instrument for this research. Ninety-three (n = 93) diploma students from UiTM Kelantan Branch who enrolled in the ELC121 (Integrated Language Skills I) course participated in the survey. ...
... He added that fear of failure was linked to students' incorrect notions about language learning or unfavourable past experience. His study was comparable to a study conducted by Kim (2000) with a group of Korean students, which found that the rate of speech, pronunciation and intonation, text length, and vocabulary complexity also play a role in influencing listening anxiety. However, Chang and Read (2008) stated a broad finding in which they discovered that more general factors like lack of confidence in understanding spoken English, obligatory enrollment in English courses, and concerns about test difficulty were among the preliminary causes of L2's listening anxiety. ...
... The participants' ages ranged between 18 and 20 years old. This research adapted the Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) as its main instrument. As shown in Table 1, the questionnaire comprised 3 sections and 33 Likertscale items, and information collected from the participants was on the following themes identified by Tahsildar and Yusoff (2014), namely listeners' characteristics (13 items), students' background knowledge (10 items) and listening text and strategies (10 items). ...
Language anxiety has been an essential topic of discussion in English language learning since it acts as a filter that obstructs the learning process. Listening comprehension is the foundation to learning a target language thus, listening comprehension anxiety can have negative effects on second language (L2) learners’ performance. Meanwhile, flipped classroom model (FCM) has been introduced to facilitate language learning through the use of technological instruments in order to minimise language anxiety among L2 students. Hence, this study was conducted to examine the level of listening comprehension anxiety faced by L2 learners as well as factors influencing listening comprehension anxiety in flipped classrooms. The Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) comprised of 33 items was adapted and used as the primary data collection instrument for this research. Ninety-three (n = 93) diploma students from UiTM Kelantan Branch who enrolled in the ELC121 (Integrated Language Skills I) course participated in the survey. Descriptive analysis was utilised to achieve the objectives of this study. The survey findings indicated that L2 learners experienced a moderate level of listening anxiety in a flipped classroom setting. This paper elaborates on the main area in which students are most anxious while listening to English text, that is the listening text and the strategies used. This finding will give educators some insights on how educational technology could be used to help reduce listening comprehension anxiety and eventually help L2 learners overcome their listening learning difficulties and improve their performance. Future studies are suggested to focus on listening comprehension anxiety experienced by male and female students as well as the comparison in listening comprehension anxiety faced by young and adult learners in flipped classroom setting.
... Speaking in class is probably the most cited cause of anxiety in the classroom (Mak & White, 1997) because it may threaten learners' self-concept and world-concepts, which are not commonly challenged when communicating in their native language . Research has also shown that FLCA can affect the learners' ability to decode and understand messages in listening activities (e.g., Elkhafaifi, 2005;Kim, 2000). Highly anxious learners have difficulties in discriminating sounds while engaged in listening activities (Horwitz, 1986). ...
... Highly anxious learners have difficulties in discriminating sounds while engaged in listening activities (Horwitz, 1986). The nature of the speech (e.g., fast speech, unfamiliar accents or topics) and the level of vocabulary can also be a source of anxiety for L2 learners (e.g., Kim, 2000). In a recent meta-analysis, Botes et al. (2020) found a significant negative relationship between FLCA and listening achievement. ...
... Moreover, previous research has shown that the learners' immediate learning context and the broader social setting play an important role in learners' anxiety. In relation to the former, a study by Kim (2000) with Korean learners of L2 English has shown that students' level of anxiety was higher in a conversation course than in a reading course as different classroom contexts bring about different instructional methods and procedures that lead to specific types of learning experiences for the students. Additionally, classroom social factors (e.g., the teachers' dress code, age and tone of voice) have also been found to affect learners' FLCA (e.g., Effiong, 2016;Yan & Horwitz, 2008). ...
Based on the assumption that individual learner factors are context-dependent, this exploratory study examined whether differences in two learning environments (Denmark and Spain) have a differential influence on a set of learner factors that have together been previously identified as important in second language (L2) research, specifically, foreign language classroom anxiety (FLCA), English competence beliefs (ECB), motivation (ideal L2 self) and attitudes towards English language learning. The study also examined whether the L2 learning environment and learner factors had a differential influence on the proficiency of two groups of adolescent learners, as measured by a more instruction-related test (grammaticality judgment test) and a more out-of-school-exposure-related test (listening comprehension test). The results showed that learning environment had a differential influence on FLCA and that gender had an impact on FLCA and ECB. Furthermore, the study showed a differential impact on the L2 English proficiency of the two learner groups of four different factors (i.e., FLCA, ECB, learners’ ideal L2 self, learners’ attitudes towards the presence of English in the academic context, and ECB interacting with FLCA). These findings point to a crucial role of the learning environment in L2 learning and provide empirical support for a context-dependent view of the expression of learners’ individual characteristics in relation to L2 learning.
... However, in the early days, most researchers focused on the more general form of foreign language. In recent years, scholars have refined the study of foreign language learning anxiety to encompass specialized language proficiency across the four essential skills of listening, speaking, reading, and writing [1][2][3][6][7]. They have also developed corresponding measurement scales for distinct types of anxiety and conducted comprehensive analyses and specialized studies on language acquisition. ...
... Technical studies in foreign language anxiety have begun early in foreign countries. Scholars posit that foreign language anxiety is a prevalent psychological phenomenon among L2 learners [1][2][3]. Essentially, the presence of anxiety is indeed inevitable. ...
... On this basis, Kim's Foreign Language Listening Anxiety Scale (FLLAS) compensates for the deficiency. The findings indicate that listening anxiety is negatively related to hearing ability [3]. Therefore, these two scales are the most authoritative instruments to conduct a practical quantitative empirical analysis, and the subsequent relevant researchers mostly used or adapted them. ...
Foreign language learning anxiety, a psychological and emotional variable, significantly impacts the effectiveness of L2 learners' acquisition. Listening and speaking are the language skills that take up the first two forms in second language learning and the branches that cause the most anxiety among L2 learners. Due to their unique characteristics, reviewing foreign language anxiety in listening and speaking is significant and insightful. This paper examines previous research on listening and speaking anxiety as a second language, analyzes relevant sources and scales, summarizes progress made in these fields, and provides practical strategies for reducing such anxiety. Reviewing and summarizing previous studies, this paper aims to provide language learners with a correct and comprehensive understanding of listening and speaking during language acquisition. Additionally, foreign language instructors are expected to thoroughly comprehend contributing factors to anxiety and implement effective pedagogical strategies, which will have significant implications for enhancing English instruction.
... Besides, in order to analyse criterion-related validity, WTL was conducted with the Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000). Pearson correlation coefficients of the two scales were investigated. ...
... In order to determine the criterion-related validity of the WTL scale, the Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) has been used. The correlation between the two scales has been investigated. ...
... The FLLAS, developed by Kim (2000), has 33 five-point scale items and it aims at investigating foreign language listening anxiety. The reason for using an anxiety scale for criterion-related validity is based on the fact that the relevant literature provides evidence for the relationship between anxiety and willingness to communicate in L2 ( Baran-Lucarz, 2014;Chu, 2008;. ...
... Maclntyre and Gardner (1994, p.24) conceptualized foreign language anxiety (FLA) as "the feeling of tension and apprehension, speci cally associated with L2 contexts, including speaking, listening, and learning". Accordingly, LCA is conceptualized as anticipating fear, tension, worry, and feeling unsure about listening, and inability to manipulate the messages sent by others due to anxiety, the fear of being misinterpreted, inappropriate processing of the messages (Kim, 2000;Kimura, 2008;Wheeless, 1975). Dörnyei (2005) categorized LCA as a psychological factor that in uence learning process. ...
... Several theoretical and empirical works (e.g., Gonen, 2009;Horwitz et al., 1986;Kim, 2000l; MacIntyre & Gardner, 1994) have investigated the causes of LCA among EFL students. Based on Kim's (2000) research, it appears that foreign language listening anxiety is largely caused by the characteristics of the listener and the characteristics of the text. However, Gonen (2009) believes that various factors contribute to LCA, including the speed of delivering a message, the clarity of the listening text, and the lack of visual aids. ...
... MCQS (α = .91) and BCQS (α = .86).Foreign language listening anxiety scaleIn order to assess the EFL learners' LCA,Kim's (2000) scale of L2 listening anxiety was used. The original scale was developed by Kim in Japanese version for Korean EFL learners. ...
Listening comprehension anxiety (LCA) has received considerable research over the past few decades, but conceptual models to pinpoint the sources of LCA have not been adequately explored. The present study set out to probe the structural model hypothesizing the predictive role of cultural intelligence (CQ) and language learning motivation (LLM) in affecting LCA. To this end, 250 English as a foreign language) EFL) learners completed the three self-report scales measuring the variables under investigation. As for the data analysis, Pearson product moment correlations and structural equation modeling (SEM) were used to examine the interplay among the variables, and to test the fit of the model. The correlation analysis indicated that there was a statistically significant: (a) negative relationship between CQ and LCA, and (b) reverse correlation between LLM and LCA. Moreover, the SEM analysis revealed that CQ and LLM accounted for .39% of the variance in LCA. Specifically, CQ abated to − .33% of the variance while LLM decreased to − .29% of the variance in LCA. Additionally, it was established that while both predictors had a significant effect, LLM appeared to be a robust predictor of LCA reduction. This implies that students who had a higher level of LLM were less likely to experience LCA. Therefore, materials developers, curriculum planners, and language teachers, in particular, are advised to train learners to foster CQ and LLM, as both are known to reduce LCA. Detailed discussion of the results and implications of the study are provided in the paper.
... 8 Research into the mechanism of FLLA-and-performance has mainly examined the linear effect of FLLA on listening performance; however, findings concerning FLLA-andperformance are inconsistent. For example, a significant negative correlation was found between FLLA and selfperceived listening proficiency, 9 whereas it was also found that FLLA was not a predictor of listening performance. 10 Likewise, research found that listening test anxiety was negatively related to listening performance; 11 on the other hand, the non-significant result of the effect of listening test anxiety on listening performance was detected by previous research. ...
... 10,31,32 However, results from the meta-analysis revealed that the strongest relation between FLA and language achievements was observed for self-perceived measures. 33,34 In FLLA research, it has been proved that FLLA and self-perceived listening proficiency were negatively related, 9 and FLLA was a powerful negative predictor of self-rated foreign language listening proficiency. 35 These findings suggest that FLLA may affect learners' selfperceived assessment of the performance gap between an ideal score and the actual obtained score, and this subjective test performance can be assessed by self-perceived test performance. ...
... Research has found that humanities and non-humanities majors did not differ on the level of FLLA. 9 On the other hand, significant differences were found between social science majors and math majors in FLLA, with math majors being more anxious than social science majors. 39 However, the measurement of different intensity of FLLA between English and non-English majors has been neglected. ...
Purpose
This research seeks to conceptualize foreign language listening anxiety (FLLA) and provide its measurement, and further explore the influences of FLLA on self-perceived listening performance.
Methods
In Study 1, semi-structured interviews explored FLLA-arousal situations. Follow-up reliability and validity tests for the newly-developed scale were testified. In Study 2, structural equation modeling explored the relationship between FLLA and self-perceived performance, which was followed by the comparison of the effects of different types of FLLA on self-perceived performance between English and non-English major students.
Results
The componential factors of FLLA included two factors, namely general listening anxiety and listening test anxiety, and general listening anxiety was represented by FLLA in classroom, daily usage, and media learning. The results also showed that listening test anxiety negatively affected self-perceived performance; general listening anxiety positively affected listening test anxiety but did not affect self-perceived performance, and listening test anxiety played a full mediation role. Moreover, findings revealed that non-English major students’ general listening anxiety was higher than that of English major students. However, the multi-group analysis showed that these two groups did not differ in the effect of general listening anxiety on listening test anxiety, and in the effects of listening anxieties on self-perceived performance. For the two groups, the mechanism of anxiety-and-performance relationship was consistent.
Conclusion
The results of this research have expanded the knowledge of listening anxiety by distinguishing general listening anxiety from listening test anxiety. Moreover, by testifying the mediator of listening test anxiety, this research deepened the understanding of the effects of different types of FLLA on self-perceived listening performance and the intensity differences of listening anxieties in English and non-English majors. Furthermore, the research has contributed to the literature on FLLA research based on Complex Dynamic Systems Theory, and has practical pedagogical implications for future studies.
... FLLA is defined as a unique complex of self-perceptions, beliefs, feelings and behaviors associated with classroom language acquisition. In addition, the psychological strategy described FLA (foreign listening anxiety) as tension, stress and a lack of confidence in listening (Kim, 2000). According to previous research, FLLA differs from general foreign language anxiety, but it is positively connected (Liu & Yuan, 2021). ...
... The A2 Cambridge listening band descriptor was used to evaluate the listening skills of the participants. The foreign language listening anxiety questionnaire (Kim, 2000) was administered before and after the intervention to investigate the impact of the strategies in decreasing listening anxiety. The reliability of the foreign language anxiety scale was .093. ...
... The foreign language listening anxiety scale (Kim, 2000) was used to measure students' listening anxiety in English. It is a Likert scale based on five points: 1-strongly disagree; 2 -disagree; 3 -neither agree nor disagree; 4 -agree; 5strongly agree. ...
Online education has become a necessity and blended approaches have gained momentum since the COVID-19 pandemic. Nowadays, the use of online resources combined with traditional strategies is being widely adopted in education. The new scenario is outpacing theoretical frameworks and research results, and empirical data is needed to assess the effectiveness of new teaching modalities to promote learners' achievement. In the field of language teaching, there is a paucity of studies offering empirical data on the use of combined educational strategies. The current paper aims to investigate the effect of WebQuests in two settings -Traditional (face-to-face) classes and flipped learning classes- on improving English listening skills and decreasing L2 listening anxiety. The study adopts a quasi-experimental design, with 96 participants of preparatory education learning English as a Foreign Language (EFL) in Egypt. Three groups were selected randomly: The first experimental group used WebQuests in flipped learning; the second experimental group studied with WebQuests in a traditional (face-to-face) setting; and the control group studied through regular teaching with no WebQuests. A pre-test was used to assess students' L2 listening competence in the three groups. After the intervention, a post-test was given to the three groups to explore the improvement in their listening skills. Additionally, a pre-and-post foreign language listening anxiety questionnaire was used to check the effect of WebQuests on decreasing listening anxiety in the English classroom. The results showed that WebQuests are efficient strategies in teaching English, but the results are more significant in flipped learning.
... To measure general FL classroom anxiety, Horwitz et al. (1986) designed the FL classroom anxiety scale (FLCAS) in the 1980s, which consisted of 33 items and covered three constructs: communication apprehension, fear of negative evaluation, and test anxiety. However, since the FLCAS has a strong focus on oral speaking (Aida, 1994), a number of language-skill-specific FL anxiety scales were developed in the late 1990s which measured the anxiety commonly found in FL writing (FLCAS, Cheng et al., 1999), reading (FLRAS, Saito et al., 1999), and listening (FLLAS, Elkhafaifi, 2005;Kim, 2000). These skillspecific anxiety scales indicated that FL anxiety can arise from various FL learning contexts and studies found negative correlations between skill-specific anxiety and skill-specific performance consistently (Horwitz, 2001). ...
... Similar to previous findings of overall anxiety in offline English classes (Kim, 2000;Liu, 2019;Thompson & Lee, 2014), statistical analysis in this study showed that students' anxiety level was slightly higher than medium in both online English classes. However, their overall English listening anxiety was moderate under the context of online learning, slightly lower than that in the offline classroom as reported by Kim (2000) and Han (2015). ...
... Similar to previous findings of overall anxiety in offline English classes (Kim, 2000;Liu, 2019;Thompson & Lee, 2014), statistical analysis in this study showed that students' anxiety level was slightly higher than medium in both online English classes. However, their overall English listening anxiety was moderate under the context of online learning, slightly lower than that in the offline classroom as reported by Kim (2000) and Han (2015). The former result echoed while the latter result contradicted with Baez-Holley (2013) and Pichette's (2009) conclusion that foreign language anxiety level did not vary between offline and online environment. ...
The present study examined Chinese university EFL (English as a foreign language) undergraduates' classroom anxiety and listening anxiety in online English language classrooms. 261 freshmen from a Chinese state-owned university answered a 56-item questionnaire on their English language classroom and listening anxiety. Findings from the survey data were as follows: (1) the participants were slightly higher than intermediate level in both overall English classroom anxiety and overall English listening anxiety; (2) gender does not play a significant role in differentiating undergraduates' overall English classroom anxiety, overall English listening anxiety, and their subscales; (3) the ELCAS and its subscales were significantly positively intercorrelated and correlated with the ELLAS and its subscales; (4) students' classroom anxiety and listening anxiety predicts each other. The results of the study add to the limited number of studies on foreign language anxiety in online learning environment and can offer teachers pedagogical suggestions inclusive of providing more opportunities for students to practice spoken English, relieving students' fear of the new instruction technology by changing task assignment, and endeavoring to help students with technical problems.
... The researchers did not report a factor analysis that would uncover specific factors that might underlie these items, leaving the construct validity of the scale open to questions. Kim (2000Kim ( , 2005 developed the Foreign Language Listening Anxiety Scale (FLLAS), which included thirty-three items that fell under two constructs related to the experience of L2 anxiety: lack of confidence in listening (e.g., "I feel confident in my listening skills") and tension and worry in English listening (e.g., nervousness, tenseness, discomfort, confusion), with the latter being more directly related to L2 listening anxiety. Similar to Cheng et al. (1999) and Saito et al. (1999), Kim's scale also included items that only seemed to be indirectly related to L2 listening anxiety (e.g., "I have difficulty when the environment around me is noisy"). ...
... Similar to Cheng et al. (1999) and Saito et al. (1999), Kim's scale also included items that only seemed to be indirectly related to L2 listening anxiety (e.g., "I have difficulty when the environment around me is noisy"). Kimura (2008) reported the results of a factor analysis that yielded three factors underlying Kim's (2000) FLLAS items, including emotionality, representing the affective dimension of the anxiety experience (e.g., "My thoughts become jumbled and confused in listening for important information"), worry, representing thoughts that create anxiety for the individual (e.g., "I often get so confused that I cannot remember what I have heard"), and anticipatory fear, representing the experience of anxiety while listening or in anticipation of listening in a foreign language (e.g., "I feel tense when listening to, or imagining myself listening to, a lecture"). The distinctions between these three components were not clear though; in addition, seven items from the original scale did not even load on any factors, suggesting that the items did not create a theoretically meaningful model of L2 listening anxiety. ...
... MacIntyre and Gardner (1994) examined anxiety related to the input, processing, and output stages of L2 learning. Finally, skill-specific scales for measuring anxiety were developed by Cheng (2004Cheng ( , 2017, Saito et al. (1999), Kim (2000Kim ( , 2005, and Woodrow (2006), among others. This chaos in focus of measurement has led to confusion among researchers and practitioners alike (Sudina, 2023). ...
Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the construct (e.g., Cheng, 2004; Horwitz et al., 1986). The second group has explored the impact of L2 anxiety on various motivational, behavioral, learning, and performance aspects of L2 learning (e.g., Gkonou et al., 2017). Finally, the third group has investigated different sources of L2 anxiety (Papi & Khajavy, 2021). In this manuscript, we will draw on studies from the three strands to present an overview of the state of research on this construct and conclude by discussing major issues with the conceptualization, measurement, and design of studies on L2 anxiety.
... Anxiety is found to have a direct impact on student learning attitudes and achievement (Yahya, 2013;Liu & Huang 2011) and is a response to students' anxiety and anxiety over second language learning that includes speech and hearing. Past researchers have taken the effort to study concerns in these four language skills such as speaking skills (Lucas, 1984;Philips 1992), listening skills (Elkhaififi, 2005;& Kim, 2000), reading skills (Saito, Horwitz & Garza, 1999). and writing skills (Cheng, Horwitz & Scharllet, 1999). ...
... To measure the listening anxiety construct, the researcher adapted the instrument developed by Kim (2000) which is Foreign Language Listening Anxiety Scale (FLLAS) which has three subconstructs namely knowledge background, text and strategy, and listener character. To measure the speaking anxiety construct, an instrument called Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et, al. (1986) which has three subconstructs namely communication anxiety, fear of negative assessment and anxiety in exams and Foreign Language Speaking Anxiety Scales (FLSAS) by Balemir (2009) which has four subconstructs namely personal reasons, teacher attitudes, test situations and teaching procedures have used. ...
... This study also coincides with the study of Vogely (1998) who found that among the causes of listening anxiety is based on the characteristics of the input heard such as speed or uncertainty with the input heard by a student. These findings are also consistent with a study by Kim (2000) who found that the characteristics of the input heard such as pronunciation speed and intonation, text length and vocabulary level are the cause of listening anxiety among students. While a study by Xu (2011) also found that the characteristics of the input heard such as speed, difficulty level and lack of repetition of words are major factors for listening anxiety. ...
Anxiety is an affective factor that plays an important role in affecting the mastery and achievement of language learning. This study aims to examine the level of oral language anxiety and its relationship with learning outcomes among religious secondary school students in Malaysia. The questionnaire was distributed to 500 form four students from 20 religious secondary schools. Findings show that the levels of oral language anxiety are moderately high level with values (Min = 3.48; SP = 0.64). The significant relationship between student learning outcomes and listening anxiety skills (r = -.121, p <.05) and speaking anxiety (r = -.154, p <. 05) at a significance level of 0.01. This study suggests that teachers should always be sensitive to the psychological needs of students by always providing motivation, and encouragement and using effective teaching methods to overcome the anxiety of learning Arabic.
... Not all academics, nevertheless, have employed this three-dimensional structure, but have additional indicators of FLA [1]. The French Class Anxiety Scale (FCAS), the Foreign Language Reading Anxiety Scale (FLRAS), the Foreign Language Listening Anxiety Scale (FLLAS), and the Second Language Writing Anxiety Scale (SLWAS) are a few examples [3][4][5][6]. The FLCAS, however, is the scale that is most frequently used to measure FLA globally. ...
... For example, through a study participated by 140 students learning Spanish as FL, Vogely demonstrated that FLLA was mainly about the characteristics of the input (51% rated), including the speaker's speed and difficulty level [7]. In addition to being supported by Kim, this result could be seen in Hidayati et al.'s survey in an Indonesian tertiary class [6,8]. Followed by (1) process-associated issues of listening comprehension, including wrong listening techniques and insufficient processing time (30%), (2) instructional factors, such as lack of listening comprehension practice and uncomfortable environment (13%), (3) students' and teachers' personalities (13%) [7]. ...
... In addition, Kim investigated 253 Korean college English foreign language (EFL) learners with quantitative and qualitative methods [6]. According to Kim's correlation analysis, FLLA was considerably related to general FLA and listening proficiency. ...
... She points out that "we [instructors] may help them approach LC [listening comprehension] texts with less anxiety if we teach students to be strategic listeners" (p.115). Kim (2000) reports, "as process-related sources of anxiety, the misuse of listening strategies was another pervasive argument among the participants (in his study)" (p.132). Although they have given some explanations and examples, the two researchers have failed to explore the relationship between them in depth. ...
... FLLAS (Foreign Language Listening Anxiety Scale) uses the main part of Kim's (2000) English version of FLLAS, adapted from FLCAS by Horwitz et al. in 1986. There are several versions of foreign language listening strategies scales. ...
... The content of the items is listed in the appendix. About the arranging and planning strategies, the means of Strategies 7,8,22,27,28,40, and 42 are below 3.5, with a minimum of 2.54 and maximum of 3.42, which shows a medium level of strategy use because the means from 2.5 to 3.4 is regarded as the medium level. That means these strategies are used sometimes but not frequently. ...
Since listening anxiety has been proved by some studies as a debilitating factor in listening comprehension, this research tends to find whether indirect strategies are effective in abating anxiety. Based on Kim’s and other researchers’ anxiety questionnaires, Vandergrift et al.’s (2006), and Zhou’s (2003) strategies questionnaires, the researchers designed two new versions to test the subjects’ level of anxiety and indirect strategies use. As for the relationship between the level of strategy use and the level of listening anxiety, there is a negative correlation between them, which means if the indirect listening strategies use level goes up, the listening anxiety degree will decrease, and vice versa. As a result of a One-Way ANOVA analysis, the high-level indirect listening strategies use group’s anxiety is significantly lower than the other groups, and the low-level Indirect Listening Strategies use group’s anxiety is higher than the other two groups, although it is slightly higher than the intermediate level group.
... The mixed-method study sheds light on the factors influencing 84 non-English major sophomores' listening anxieties in a public university in Vietnam. The questionnaire adapted from Kim (2000) and semi-structured interviews were employed to discover students' anxiety levels related to teacher factors, student factors, and materials during their listening process. The findings show a high frequency of anxiety experienced by many students when they were distracted during the listening process. ...
... Nghiên cứu theo phương pháp hỗn hợp làm sáng tỏ các yếu tố ảnh hưởng đến nỗi lo lắng của 84 sinh viên không chuyên năm thứ 2 tại một trường đại học công lập ở Việt Nam trong giờ học nghe. Nghiên cứu thu thập dữ liệu qua Bảng câu hỏi khảo sát phỏng theo Kim (2000) và phỏng vấn bán cấu trúc, nhằm tìm hiểu nỗi lo lắng của sinh viên liên quan đến yếu tố về giảng viên, sinh viên và tài liệu sử dụng trong giờ học nghe. Kết quả cho thấy sinh viên lo sợ nhất là mất khả năng tập trung trong quá trình nghe, cách phát âm và giọng điệu lạ, tốc độ của bài nghe và các biểu hiện của giảng viên dạy nghe. ...
... While listening involves hypothesizing, predicting, generalizing, modifying, and verifying, anxiety interferes with the ability to comprehend speech (Vandergrift, 1997). Multiple research (Kim, 2000;Kimura, 2008;Vogely, 1998) concur that anxiety impacts EFL acquisition. The anxiety associated with speaking, listening, or learning a second language is known as language anxiety (Maclntyre & Gardner, 1994). ...
The mixed-method study sheds light on the factors influencing 84 non-English major sophomores’ listening anxieties in a public university in Vietnam. The questionnaire adapted from Kim (2000) and semi-structured interviews were employed to discover students’ anxiety levels related to teacher factors, student factors, and materials during their listening process. The findings show a high frequency of anxiety experienced by many students when they were distracted during the listening process. Secondly, the concern emerges from unfamiliar English pronunciation and accents, which led to students’ difficulty understanding English audio recordings. As a third obstacle, the speaker may experience discomfort if they speak at a fast speed, which pertains to the second concern of being overworked. Lastly, students' nervousness during listening sessions was worsened by instructor-related worries. Though there was still restraint, several pedagogical implications were additionally presented in the field to help increase students’ anxiety in EFL listening classes.
... In addition to the Pygmalion effect's positive impact through encouraging words, teachers can help ease students' anxiety by using familiar materials with easily understandable topics (Kim, 2000). Young (1992) identifies three sources of language anxiety: the student, the instructor, and instructional techniques. ...
... This strain not only strains the student-teacher relationship but also diminishes interest in studies. Kim (2000) and Young (1992) suggest that the Pygmalion effect, reliant on positive expectations, requires additional support for language acquisition to prevent heightened stress and anxiety. ...
As English becomes increasingly important globally, especially with the rise of globalisation and digitalization, ESL and EFL educators are employing diverse strategies to improve English language learning. However, in EFL nations like Bangladesh, English learner anxiety and learners' motivation poses challenges that affect performance. This study explores the Pygmalion Effect in Bangladeshi tertiary English classrooms. Two research questions guide the study: 1) How does the Pygmalion Effect manifest in Bangladeshi tertiary English classrooms, and how does it impact teachers holding high expectations? 2) What are Bangladeshi tertiary students' perceptions of teacher expectations, and how does the Pygmalion effect affect their well-being, behaviour, and performance? Semi-structured interviews with seven participants, including instructors and students, reveal a strong correlation between teachers' expectations and students' behaviour and performance. Positive expectations create a conducive learning environment, enhancing students' English language skills. The research also explores how teacher-student interactions differ based on expectations, highlighting the implications for performance and attitudes. The study delves into how teachers form and express expectations, their impact on the learning environment, and the potential advantages and drawbacks of maintaining high expectations. Additionally, it addresses challenges related to teacher bias and its role in combating anxiety in the teaching-learning process.
... Furthermore, Vogely (1998) tried to identify the sources of foreign language listening anxiety in L2 pedagogical settings and found that it is related to the nature of input and the strategies and techniques that teachers use for teaching listening. Besides, Kim (2000) noted that the nature of listening input, like pronunciation, intonation, speed, the level of vocabulary, and the length of the text, plays a key role in listening anxiety. In the same vein, when students fail to distinguish the oral form of a sentence part, it has negative effects on their listening. ...
... which was designed by Kim (2000), includes 33 items; each item is on a five-point Likert type scale that ranges from "Strongly Disagree" (1) to "Strongly Agree" (5). ...
Reducing anxiety in foreign language learning has long been a concern for many teachers. This study focused on exploring the effects of three dynamic assessment models on L2 speaking and listening anxiety. The participants were 120 pre-intermediate Iranian learners of English at a language institute in Qazvin, Iran. The learners were randomly assigned to four groups (three experimental groups and one control group). Before the treatment, the students' homogeneity was checked using Oxford Placement Test (OPT). Then, all the groups were given listening and speaking anxiety questionnaires as pretests. During 10 sessions, the first group received listening and speaking instruction using Buddof's Learning Potential Measurement Approach (LPM); the second group was treated with Guthke's Lerntest Approach; the third group was treated with Testing-the-Limits Approach. Lastly, the control group was taught conventionally in a teacher-fronted way. The same questionnaires were given to the participants in the twelfth session as posttests. Data were analyzed using two one-way analysis of covariance procedures. Significant differences were found among the groups' listening and speaking anxiety mean scores on the posttests after controlling for the initial differences. Those experimental groups that received testing-the-limits and Lerntest approaches had a lower level of listening and speaking anxiety on the posttest. It was concluded that employing dynamic assessment models can decrease speaking and listening anxiety among EFL learners and enhance their productivity. The findings can have important implications for students, teachers and materials designers.
... International Journal of English Language Education ISSN 2325-0887 2023 Findings from a considerable amount of literature confirm that many students experience listening anxiety in FTF classrooms. Variables that affect the comprehension of spoken language have been researched since the 1970s (Kim, 2000). Therefore, previous studies have been conducted with the purpose of exploring the factors which may provoke anxiety in foreign language listening classrooms (Elkhafaifi, 2005;Baran-Łucarz, 2013;Serraj, 2015;Namaziandost et al., 2018). ...
... The quantitative data for this study included the completion of an online closed-ended questionnaire. The questionnaire's items were adopted from previous literature (Avci & Doghonadze, 2017;Kim, 2000) and reworded to suit the current study. It is worth mentioning that some items in the original questionnaire were left out, as they do not answer the study's research questions. ...
Saudi Arabia is undergoing constant educational changes with online learning as one of the convenient alternatives to face-to-face (FTF) classrooms. This study focuses on English as a foreign language (EFL) learners’ anxiety when learning English, especially in listening skills. Several studies have addressed EFL listening anxiety in FTF classrooms. However, there is a dearth of literature on EFL listening anxiety in online classrooms, especially in the Saudi context. The present study aimed to contribute to a better understanding of EFL listening anxiety in both online and FTF learning modes. Therefore, the study explored EFL students' attitudes toward listening skills in online as well as FTF classrooms. Moreover, it examined whether EFL learners experienced listening anxiety in the aforementioned learning modes. A quantitative approach was employed, and a questionnaire was used to obtain data from a sample of 212 students studying in the English Language Institute at King Abdulaziz University. The findings revealed that despite the learning mode (online or FTF), EFL learners experience listening anxiety. However, online classrooms reduced the listening anxiety for beginner and intermediate EFL students slightly. Therefore, they were more confident in their listening skills in online classrooms. Based on these findings, the study offers pedagogical implications and recommends further research in this area to generalize the results to wider contexts.
... As a result, different attempts have therefore been made to develop FLA scales using CTT [26,27] or scales that assess four brief foreign language skill-specific anxieties [4,5,28], such as anxiety scales for reading [29,30], anxiety scales for speaking [31], anxiety scales for writing [26], and anxiety scales for listening [32,33]. Other studies have pinpointed "the vital need to develop robust and standardized measurement instrument using IRT for researchers who are interested in the quantitative assessment of foreign language anxiety" [4,5]. ...
... Almost 4 decades ago, the leading scholar on FLA, Elaine Horwitz, theorized that the primary components of FLA are communication apprehension, test anxiety and fear of negative evaluation [3]. Recent studies have concluded that the FLA construct is a four skill-based anxiety [4,5,[26][27][28][29]33]. ...
Background
English language anxiety (ELA) is a prevalent phenomenon in language education. It is one of the most commonly investigated non-linguistic variables in studies of language learning. Accordingly, numerous studies have paid great attention to the factors leading to FLA.
Methods
As instruments of ELA have not been subjected to a rigorous test of item response theory (IRT), this study conducted such analysis using the Rasch rating scale model. ELAS scale developed using classical testing theory (CTT), which consists of 32 items measuring four sub-scales (listening, speaking, reading and writing anxiety), was analysed using IRT. WINSTEPS software and SPSS version 26 were used to examine the psychometric properties, sex differential item functioning (DIF) and Rasch analysis of the ELAS in the Egyptian context. A total of 604 participants were recruited for data collection.
Results
The main findings indicated that the scale yielded a good approximation of Rasch assumptions and appears to be a valid and reliable tool. DIF was computed using the Mantel–Haenszel (MH) method and Welch’s t-test, which indicated that no sex bias was detected for any item of the ELAS.
Conclusions
This paper presents a promising ELA instrument characterized by adequate validity, reliability and objectivity in addition to potential for precise use in comparison between males and females because it is invariant across sex.
... Results of the research in foreign language acquisition combined with humanistic psychology show that the emotional factor is considered as a key in deriving motivations and making responses, which acts as an indispensable part in directly interfering with the process of acquiring a language. (Horwitz & Cope 1986;Kim 2000;Oxford 1990;Young 1990). ...
... Meanwhile, Horwitz et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS), which has become the most widely accepted FLA scale. Since then, researchers have conducted a plethora of studies on the connotations (Macintyre and Gardner, 1994;Oxford, 1999), categorization Ellis, 1994;Macintyre and Gardner, 1994), impacts (Steinberg and Horwitz, 1986;MacIntyre and Charos, 1996), sources (Young, 1991;Macintyre, 2017), and measurement tools (Macintyre and Gardner, 1994;Satio et al., 1999;Kim, 2000;Elkhafaifi, 2005;Woodrow, 2006;Cheng, 2017) of FLA. System, one of the most influential and prestigious international journals devoted to FL teaching and learning, has stayed abreast of the development of FLA research. ...
With the deepening of the research on emotional factors, foreign language anxiety (FLA) has become the focus of researchers in the field of foreign language learning (FLL) and teaching. This paper aims to provide an overview of the historical trajectory of FLA research that has been published in System between 2004 and 2023. While examining the retrieved 49 studies, focus has been laid on the methodologies including research instruments, methods, participants, major themes and key findings of FLA research. Although almost all of the studies employed quantitative and mix-methods methodologies, questionnaires and semi-structured interviews were the most preferred research methods. FL learners from 21 countries/regions were represented, but a significant number of the studies came from China, Japan and Iran. And an overwhelming majority of the studies focused on FLA among the learners learning English as a foreign language (EFL). The review concluded with some research lacunae and possible directions for future research on FLA.
... L2 anxiety encompasses anxieties and worries specifically associated with learning, using, and acquiring a second language and the stress and nervousness caused by the situation (Motoda, 2000). Numerous studies have demonstrated that L2 anxiety has a detrimental impact on L2 performance in various domains, such as oral, writing, listening, and reading assessments (Philips, 1992;Kim, 2000;Sellers, 2000). ...
... The results show that S-FLCAS is internally consistent, convergent and discriminative, and it has also passed the invariance testing (Botes et al., 2022). Other scholars have adapted the FLCAS scale somewhat for listening, reading, and writing, such as Kim's (2000) Foreign Language Listening Anxiety Scale (FLLAS), Saito et al.'s (1999) Foreign Language Reading Anxiety Scale (FLRAS), and Cheng's (2004) Foreign Language Writing Anxiety Scale (FLWAS), for targeted research on foreign language learning anxiety. ...
This study aimed to explore Chinese college students' anxiety when conducting English presentations and its correlation with anxiety in the three stages of English learning. Using a questionnaire survey, this study collected data on college students' anxiety when performing English presentations and analyzed the relationship between these data and anxiety in the three stages of Tobias' Model. This study is the first to correlate and analyse presentation anxiety with Tobias' Model, which fills the research gap in the related field. The findings show that college students generally have high presentation anxiety and feel anxious at different stages, including input, process and output. In addition, it is found that presentation anxiety is closely related to all stages, with the strongest link to the output stage. Based on the results of the study, this paper puts forward suggestions for the presentation session in the English classroom for college students.
... Data were collected using a questionnaire. The questionnaire The Foreign Language Listening Anxiety Scale (FLLAS) developed by J.H. Kim was employed in this study [15]. The questionnaire includes 14 questions and 6 subscales: 1) Unable to catch the word (5 items); 2) Related to pronunciation speaker (2 items); 3) Rapid rate of speech (1 item); 4) The limited time (3 items); 5) The lack of vocabulary (2 items); 6) The lack of concentration (1 item). ...
Listening is considered a difficult skill, and also listening is often neglected compared to other skills, exactly reading, writing, and speaking skills. Listening is one of the essential skills in second or foreign language learning that gives opportunities to communicate with other language speakers, as without listening communication cannot be complete. In oral communication listening has the significant role and anxiety has influence on students’ listening comprehension. Anxiety is the powerful factor, which blocks learners’ listening comprehension. The purpose of the present research was to analyze listening anxiety levels of learners in the EFL (English as a Foreign Language) learning classrooms. The participants of this research were 109 students from two different schools in Turkistan. The participants consisted of 10th -11th grade students from №2 Hamza general secondary school (n=46) and №17 Ataturk gymnasium school (n=63). This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed using Statistical Package for Social sciences (SPSS) version 23.0. The results, it was found that EFL learners have a high listening anxiety level. More precisely, it was found that EFL students face more difficulties when they hear different kind of pronunciations.
... The FLLAS, developed by Kim (2000), consists of 33 items to be answered on a fivepoint Likert-scale. The scores in the FLLAS ranged from 33 to 165, with higher scores indicating higher levels of listening anxiety. ...
This study investigated the interrelationship among EFL learners' goal orientations, willingness to communicate (WTC), listening anxiety, and listening comprehension. Two-hundred participants, selected through convenience sampling procedure from private language institutes, completed the following questionnaires: Goal Orientation Questionnaire section of the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991), WTC Questionnaire (Cao & Philip, 2006) and Foreign Language Listening Anxiety Scale (Kim, 2000). The listening section of the IELTS exam was also utilized for measuring the participants' listening comprehension ability. First, a hypothesized model was tested through the AMOS program. The results revealed that all the variables in the study were positively correlated with L2 listening comprehension except for L2 listening anxiety and performance goal orientation, which were negatively correlated with L2 listening comprehension. Moreover, it was found that mastery goal orientation was the strongest predictor of the dependent variable. Then, the revised model for the interrelationship among the variables was presented. The results showed that both psychological and cognitive variables could have crucial roles in EFL learners' success in learning listening comprehension ability. The implications of the study are discussed in the text.
... Distinctions have been made between general second language classroom anxiety and language-skill-specific anxiety (Elkhafaifi, 2005; J. Kim, 2000), and among four skill-based language anxiety (Pae, 2013). Speaking anxiety is extremely baffling (Bademcioglu et al., 2017;Marzec-Stawiarska, 2015), and various factors have been identified for its emergence and its negative effect on English proficiency (Ansari, 2015;Marzec-Stawiarska, 2015;Sadighi & Dastpak, 2017). ...
Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice.
... To measure learners' FLLA, Kim (2000) scale was employed. This ve-point Likert scale included 33 items and comprised lack of con dence (7 items), tension and worry (10 items), and problems encountered (16 items) as three dimensions of L2 listening anxiety. ...
This study was an endeavor to discover the roles of self-regulated learning (SRL), and perfectionism in predicting foreign language learners’ listening anxiety. In so doing, 350 EFL learners were selected by cluster random sampling to complete the three reliable and valid questionnaires of the study. (i.e., SRL, perfectionism, & listening anxiety). To analyze the SEM model and answer the questions, after data collection, a SEM approach was utilized. Based on the findings, a significant linear relationship was found among variables and their components. The results also indicated that although SRL and perfectionism had a significant effect on listening anxiety, perfectionism was a stronger predictor of listening anxiety. In terms of predictive power, SRL was in the next rank. To put it more clearly, students with higher levels of perfectionism experienced higher listening anxiety. Furthermore, those students with higher levels of self-regulation experienced lower levels of listening anxiety, and those with low levels of self-regulation experienced higher levels of listening anxiety. The findings of this study may be beneficial for materials developers and EFL teachers. They should pay more attention to the affective and cognitive variables of English learners because they are known to be important factors in influencing listening anxiety.
... [19,20]), listening anxiety (e.g. [21,22]) and writing anxiety (e.g. [4,5]). ...
Empirical evidence suggests that anxiety is considered an obstacle that hinders the process of foreign language development, including writing anxiety. This research attempts to investigate the levels of English Foreign Language (EFL) writing anxiety inside- vs. outside-classroom contexts among Arabic-speaking learners of English and to determine the anxiety-provoking factors in these contexts and the potential remedies for them. A total of 15 female Arabic-English majors students at Taif University in Saudi Arabia were interviewed in the study. The findings suggest that the participants suffer from high levels of writing anxiety in the classroom context, whilst they experienced low levels of anxiety in the outside-classroom context. This may have originated from the fact that the in-classroom context entails severe anxiety-provoking factors such as fear of judgements from others, time constraint, unfamiliar topics, striving for perfection, inadequate practice, former painful experience, lack of supporting resources and so on. The participants account for the low levels of anxiety when writing in the outside-classroom context that the aforementioned triggers do not exist or that some of them hardly occur when writing online, for instance. Besides, the outside-classroom context permits stress-free methods such as accessing supporting resources online. The study concludes with some pedagogical implications.
... Different from trait anxiety, foreign language anxiety (hereafter FLA) is situation-specific and it occurs only in a certain situation (Horwitz et al., 1986;MacIntyre & Gardner, 1989). FLA usually refers to speaking anxiety (Cheng et al., 1999), and studies on FLA related to other language skills -listening anxiety (Elkhafaifi, 2005;Kim, 2000), reading anxiety (Saito et al., 1999) and writing anxiety (Cheng, 2004) have been widely conducted in the past. These studies mainly focused on how FLA influenced learners' achievement, with most concluding that FLA has a detrimental effect on foreign/second language achievement (Botes et al., 2020;Dewaele, 2017;Horwitz, et al., 1986): students with high FLA tend to have low achievement or performance. ...
... The introduction of FL anxiety as a situation-specific anxiety subsequently led to the construction and validation of language skills-specific anxieties, among which are FLRA (e.g., Saito et al. 1999), FLWA (e.g., Cheng 2004), and foreign language listening anxiety (e.g., Elkhafaifi 2005;Kim 2000;Vogely 1998). Abundant studies have examined the relationship between FL anxiety and language learning performance. ...
The current study examines the influence of experience, reading and writing anxieties, and self-assessed proficiency on foreign language anxiety in the context of learning Chinese as a foreign language. Data were collected using questionnaires from 93 learners of Chinese and analyzed using correlational and multiple regression methods. Results indicated that learners at level 200 (i.e., intermediate low/mid) were more anxious compared to those at level 400 (i.e., advanced low/mid). Foreign language anxiety, foreign language reading anxiety, and foreign language writing anxiety were significantly correlated with each other. Foreign language reading anxiety, foreign language writing anxiety, and self-assessed proficiency (listening and reading) were shown to significantly predict foreign language anxiety in the context of L2 Chinese.
... Likewise, it has been confirmed that application of authentic reading materials can raise EFL learners' awareness of and familiarity with the target language culture. Besides, they can be regarded as a "window to culture" (Sherman, 2003, p. 12) or as an influential tool that can contribute to overcome impediments that confine effective target language learning (Kim, 2000). Furthermore, providing authentic reading materials aids EFL learners to develop their individual cultural understanding (McGinnis & Ke, 1992). ...
... This is because they are expected to hear and grasp everything that the speaker says (Vogely, 1999). When listening, one must engage in activities such as guessing, predicting, generalizing, revising, and verifying the sensory information received (Vandergrift, 1997 According to a plethora of research, anxious pupils have a more difficult time learning foreign languages (Kim, 2000;Kimura, 2008;Vogely 1998). According to the dictionary, "the sense of worry and uneasiness, particularly while speaking, listening, or studying a second language" (Maclntyre and Gardner, 1994, p.24). ...
However difficult task may seem anxiety, anxiety is a common side effect even when learning a new language. There are only a handful of studies on Iraqi students who are taking listening classes to learn English as a second language (EFL). Iraqi EFL students at Baghdad University in Iraq use semi-structured interviews to discover why listening comprehension anxiety occurs. Transcripts of the interviews were made available to the public after they were taped. Listening comprehension was a challenge for the participants because they were tense. According to the findings of this study, listening comprehension anxiety can be brought on by three different factors.
... This is because they are expected to hear and grasp everything that the speaker says (Vogely, 1999). When listening, one must engage in activities such as guessing, predicting, generalizing, revising, and verifying the sensory information received (Vandergrift, 1997 According to a plethora of research, anxious pupils have a more difficult time learning foreign languages (Kim, 2000;Kimura, 2008;Vogely 1998). According to the dictionary, "the sense of worry and uneasiness, particularly while speaking, listening, or studying a second language" (Maclntyre and Gardner, 1994, p.24). ...
However difficult task may seem anxiety, anxiety is a common side effect even when learning a new language. There are only a handful of studies on Iraqi students who are taking listening classes to learn English as a second language (EFL). Iraqi EFL students at Baghdad University in Iraq use semi-structured interviews to discover why listening comprehension anxiety occurs. Transcripts of the interviews were made available to the public after they were taped. Listening comprehension was a challenge for the participants because they were tense. According to the findings of this study, listening comprehension anxiety can be brought on by three different factors.
... With the breakthrough in conceptualizing this construct and the aid of this highly valid and reliable instrument, researchers have been able to conduct systematic investigations (e.g., Phillips, 1992;Aida, 1994;Saito and Samimy, 1996;Yan and Detaramani, 2008;Liu and Li, 2019), and a consistent negative correlation has been found between FLA and achievement. The adverse effect of FLA on language achievement has been confirmed by studies on the learning of different languages (e.g., Yan and Wang, 2001;Kondo and Yang, 2004;Frantzen and Magnan, 2005), and various aspects of language proficiencies (e.g., Oh, 1992;Kim, 2000;Sellers, 2000;Argaman and Abu-Rabia, 2002;. ...
Introduction: This study attempted to investigate the impact of flipped
teaching (FT) on EFL (English Foreign Language) students’ academic resilience
(AR), self-directed learning (SDL), and learners’ autonomy (LA).
Method: To do this, the researcher selected 354 participants by the twostage
cluster sampling method. This research was quasi-experimental based
on the pretest, and post-test, with experimental and control groups. Three
questionnaires were administered to collect data. The questionnaires were
analyzed using SPSS 24 software and inferred analysis of covariance (ANCOVA).
Results: The covariance study showed that FT significantly affected AR, SDL, and
LA in learning with the help of the pre-test covariate variable (p<00.5). Also, the
mean scores of students in the pre-test and post-test in the experimental group
were significantly different. The mean scores of EFL students’ AR, SDL, and LA were
higher through FT. It is suggested that school principals provide the ground for
teachers’ participation in workshops on new teaching strategies so that teachers
can benefit from new teaching approaches, including FT in the classroom.
Discussion: The study results showed that the mean AR of students in the
experimental group’s post-test compared to the pre-test in both groups has
significantly increased. The research findings indicate a positive effect of the flipped
class on the levels of SDL. Based on the results, the flipped lesson class approach
significantly affected the LA of English language learners as a foreign language. The
findings of this study confirm previous relevant studies on the impact of flipped
course classes on the LA of English language learners as a foreign language.
... Like vein, several other initiatives evolved in the literature to measure FLA. For instance, Kim (2000) developed the Foreign Language Listening Anxiety Scale (FLLAS), consisting of 33 items on a 5 Likert scale. Similarly, Second Language Speaking Anxiety Scale (SLSAS) was established by Woodrow (2006) and contained 12 items with a Likert scale from 1-5 to measure communication anxiety within and outside of the classroom. ...
... Like vein, several other initiatives evolved in the literature to measure FLA. For instance, Kim (2000) developed the Foreign Language Listening Anxiety Scale (FLLAS), consisting of 33 items on a 5 Likert scale. Similarly, Second Language Speaking Anxiety Scale (SLSAS) was established by Woodrow (2006) and contained 12 items with a Likert scale from 1-5 to measure communication anxiety within and outside of the classroom. ...
Foreign language teaching anxiety is a complex phenomenon recently receiving increasing attention. Negative emotions, such as anxiety, may significantly impact a teacher's professional practices, identity, and student's ability to learn a foreign language. Recognizing such feelings is crucial for language teachers, learners, and researchers to improve language education quality and promote successful learning outcomes. Therefore, this narrative research review examines the causes, effects, and possible interventions for anxiety about foreign language teaching. This review aims to explore the current state of research on the topic, identify gaps in the literature, and suggest future research directions. This review provides a narrative synthesis of the literature on FLTA through a systematic, comprehensive search on teaching anxiety among foreign language teachers. The study highlights that students and EFL teachers are prone to anxiety during the language teaching-learning process. When EFL teachers try to alleviate their students' anxiety, they may experience anxiety that can negatively impact their teaching behavior. The literature on teacher foreign language anxiety (TFLA) is sparse compared with EFL learners' studies. Researchers have yet to explore the unique psychology of EFL teachers. Hence, the consequences of such an experience are highly questionable. Therefore, it is essential to address EFL teacher anxiety before evaluating how teachers can alleviate student anxiety.
... Many researchers have created and used a variety of skill-specific instruments to measure FLA like second language speaking anxiety scale (SLSAS) (Woodrow, 2006); speaking anxiety scale (Pae, 2013); foreign language listening anxiety scale (FLLAS) designed by Kim (2000); foreign language reading anxiety scale (FLRAS) developed by Saito, Horwitz, & Garza (1999) and writing anxiety scale by Daly, & Miller (1975). Woodrow's (2006) results indicate that FLA is the most crucial predictor of foreign language oral performance. ...
... As for its effect on listening, Tayşi (2019) found that there was a negative and significant correlation between anxiety and listening performance. Similarly, Namaziandost, Hafezian, and Shafiee (2018), Kim (2000), Arnold (2000) and Yihui and Shiyong's (2019) studies also revealed negative link between anxiety and listening performance. In addition to the studies on the adverse effects of anxiety on specific skills in language learning, anxiety is also concluded to have negative influences on academic achievement. ...
Bu çalışmanın amacı ergenlerde kendini engelleme eğiliminin kimlik statüleri ve bazı demografik değişkenler bağlamında incelemektir. Araştırma grubu 14-18 yaş aralığında 690 kız 573 erkek olmak üzere devlet okulunda öğrenim gören 1263 lise öğrencisinden oluşmaktadır. Çalışma aynı bölgeden rastlantısal olarak seçilen iki farklı okulda yürütülmüştür. Araştırmada veri toplamak için Kişisel Bilgi Formu, Kimlik Gelişiminin Boyutları Ölçeği ve Kendini Sabotaj Ölçeği kullanılmıştır. Verilerin analizinde tek yönlü ANOVA, Bonferroni, t-testi, Kruskal Wallis Ki-Kare testi
uygulanmıştır. Araştırma sonucunda ergenlerde kendini engelleme eğiliminde kimlik statüleri açısından anlamlı bir farklılık bulunmuştur. Cinsiyetler arası farklılığa bakıldığında ise kız ve
erkek öğrenciler arasında kendini engelleme eğilimi ve kimlik statüleri açısından anlamlı bir farklılaşma olduğu görülmüştür. Bulgular ergenliğin en temel görevlerinden olan kimlik gelişimi
sürecinde seçeneklerin etkili biçimde değerlendirilmesinin kendini engelleme eğilimini azalttığını göstermektedir.
Anahtar Kelimeler: Ergenlik, kimlik statüleri, kendini engelleme, kendini sabotaj.
Abstract
The main purpose of this study is to examine self-handicapping tendency identity statuses in adolescence by considering demographic variables. The research group consists of 690 female and 573 male students with a total of 1263 high school students aged between 14-18 years old. The
study was carried out in two randomly selected schools at the same region. Personal Information Form, The Dimensions of Identity Development Scale, Self- Handicapping Scale were utilized in this research. The data was analyzed by One-way ANOVA, Bonferroni, Kruskal Wallis H-Test, T-test, chi-square tests. The research shows that self handicapping tendency varies significantly based on the identity statuses. It was seen that there were also significant differences between male and female students’ self-handicapping tendencies and identity statuses. The results show that effective exploration of options in the process of identity development, which is one of the most basic tasks of adolescence, reduces the tendency to self-handicapping.
Keywords: Adolescence, identity status, self-handicapping.
... These two described it as a diverse range of selfperceptions, beliefs, viewpoints, and aspects linked to English as a foreign language classroom learning that resulted from the uniqueness of the language learning process (Horwitz, 1999). A variety of languagerelated fears have been reported, including a) listening or comprehension anxiety (Kim, 2000;Vogely, 1999); b) writing or apprehension anxiety (Cheng, 1999;Hilleson, 1996; Anxiety from reading (Argaman & Abu-Rabia, 2002;Saito, Y., T.J. Garza & Horwitz, 1999); d) anxiety about communicating (Woodrow, 2006); and e) anxiety about grammar (Woodrow, 2006;VanPatten, 1999). In comparison, no techniques have been proposed to directly observe the essence of pronunciation anxiety, which might resolve the state of mind evoked by the way one looks or sounds while speaking in the target language, or the uncertainties experienced when learning L2 pronunciation. ...
The study was conducted to 'investigate ESL students' attitudes about English pronunciation as a communicative hurdle and to explore the effects of ESL students' attitudes about English pronunciation as a communicative hurdle'. This research utilizes the mixed method approach and for the proper execution of this work, the researcher collected data through a questionnaire. Research data were analyzed using Statistical Package for Social Sciences (SPSS). Responding to eight statements the respondents showed complete disagreement and replied that difficult words create no difficulty in pronouncing them, they feel no confusion about silent letters like a knife, difficult spellings are less problematic to speak, variation in pronunciation due to complex spelling creates no problem, pronunciation does not depend on only spellings, pronunciation of words matches with their spellings does not become the cause of trouble for them, and lengthy words are less difficult to pronounce them correctly.
... With the breakthrough in conceptualizing this construct and the aid of this highly valid and reliable instrument, researchers have been able to conduct systematic investigations (e.g., MacIntyre and Gardner, 1991;Phillips, 1992;Aida, 1994;Saito and Samimy, 1996;Cheng et al., 1999;Yan and Detaramani, 2008;Liu and Li, 2019), and a consistent negative correlation has been found between FLA and achievement. The adverse effect of FLA on language achievement has been confirmed by studies on the learning of different languages (e.g., Kitano, 2001;Yan and Wang, 2001;Kondo and Yang, 2004;Matsuda and Gobel, 2004;Elkhafaifi, 2005;Frantzen and Magnan, 2005), and various aspects of language proficiencies (e.g., Oh, 1992;Cheng et al., 1999;Saito et al., 1999;Kim, 2000;Sellers, 2000;Argaman and Abu-Rabia, 2002;Elkhafaifi, 2005;Liu, 2006). ...
Foreign language anxiety (FLA) has been identified as a crucial affective factor in language learning. Similar to the situation in language classes, university students in interpretation classes are required to perform in a foreign language when their language skills are inadequate. Investigations are needed to determine the specific impact of FLA on interpretation learning. This study investigated the effects of the specific interpretation classroom FLA (ICFLA) on interpretation learning and dependency distance (DD) as an indicator of learners’ cognitive load. The participants were 49 undergraduate and graduate students enrolled in English–Chinese interpretation classes at a university in Hong Kong. The results showed a significant negative correlation between ICFLA levels and consecutive interpretation achievement scores. ICFLA was also negatively correlated with DD in consecutive interpretations. Four factors underlying ICFLA were identified. The findings of this study would provide useful insights for researchers and educators to understand the nature and effect of FLA in different settings.
Listening comprehension (LC) occurs when listeners can reasonably interpret a speaker's intention; therefore, reducing foreign language listening anxiety (FLLA) among EFL (English as a Foreign Language) learners significantly facilitates their comprehension. Accordingly, the present study was designed to determine the effect of metacognitive intervention (MI) and metacognitive intervention through dialogic interaction (MIDI) on EFL learners’ FLLA. A mixed methods approach was used to hire 90 all‐male, advanced undergraduate students majoring in TEFL (Teaching English as a Foreign Language), ranging from 18 to 22 years of age, who participated in three groups. The first two groups ( N = 60) were experimental groups that received 8 weeks of intervention programs within an 11‐session study focusing on MI and MIDI. Simultaneously, the control group ( N = 30) listened to the same audio files the same number of times but without any attention paid to MI or MIDI, and there was no discussion of strategy use after each session. To fulfill the aim of the study, a validated questionnaire on the FLLA scale, IELTS listening recordings along with listening guide sheets and IELTS listening samples, and semi‐structured interviews to investigate learners’ attitudes toward intervention sessions’ effect on their LC and anxiety level were used. The results provided some empirical support that learners benefit from MI and specifically MIDI to reduce the level of their FLLA and further improve LC.
This study explores the anxiety experienced by 421 Vietnamese students studying Chinese across three different universities, utilizing questionnaire-based research. The results demonstrate that learning anxiety is prevalent among these students, primarily manifesting in three distinct forms: academic anxiety, communication anxiety, and classroom anxiety, with academic anxiety being particularly pronounced. Notably, students from ordinary universities report significantly higher levels of anxiety in their Chinese classes compared to their counterparts at prestigious institutions. Meanwhile, the differences in classroom anxiety levels between female and male students are not statistically significant. Several key factors contribute to classroom anxiety among Vietnamese students, including unhealthy competition among peers, a lack of understanding between teachers and students, and ineffective communication. Furthermore, the pressure of examinations and the demands of teaching activities can also exacerbate their anxiety. To effectively mitigate classroom anxiety, it is crucial to foster a supportive learning environment, diversify instructional methods, and incorporate group work and interactive activities that not only enhance students' engagement but also alleviate classroom stress.
This study aims to determine the form of attitudes and anxiety, and level of anxiety that experienced by students in the listening class on students’ of English Study Program at UIN Fatmawati Sukarno Bengkulu. This study uses a descriptive method with a quantitative approach of survey type. The sample in this study was the second semester students’ of English education with a total of 47 students’. The research data was taken using a questionnaire with a total of 28 items related to attitudes and anxiety. The attitude questionnaire was divided into 2 categories, positive and negative. The result of data analysis in positive statements, the average score is 3.61 (72.1%). Likewise with negative statements, the average score is 3.48 (70%). For students’ anxiety levels, based on the results of data analysis, 29 students (62%) categorized into "relaxed" and 13 students’ (28%) are "very relaxed", and only 5 students (11%) belong to the moderate level of anxiety with the predicate "Midly Anxious". Based on these results, it can be concluded that the attitude students on the listening class is positive and students level of anxiety are tend to be low and the type of students anxiety are debilitative or positive.
The objective of this research is to identify the underlying components of English language learners’ anxiety in online learning during the COVID-19 and to verify the coherence of the component model with the empirical data. A total of 408 Thai EFL university students, who were selected via a simple random sampling method, were assessed with the Online World Languages Anxiety Scale (OWLAS). An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were conducted using LISREL 8.80 to verify the factor structure of Online English Language Anxiety (OELA). The results of the EFA indicate six emerged underlying components: 1) use of English skills online, 2) negative feelings in online learning, 3) positive feelings in online learning, 4) online interaction, 5) cross-linguistic interference, and 6) attitudes to self and English classes. Considering the indices, the model was fit with the empirical data, with X2 = 1115.24, df = 625, p-value = 0.048, X2/df = 1.784, GFI = 0.96, AGFI = 0.97, CFI = 0.99, SRMR = 0.043, RMSEA = 0.045. Factor loading values of each index were between 0.50-0.88. The indicators that had the highest weight value or most significantly influenced students’ OELA were ‘attitudes to self and English classes’ and the least was ‘cross-linguistic interference’.
Despite the extensive research attention foreign language anxiety has received, most studies have focused on foreign language classroom anxiety or foreign language speaking anxiety of EFL learners at the university level. Foreign language reading anxiety (FLRA), particularly that of young EFL learners under the age of 12, has been understudied. The present study examined the foreign language reading anxiety level of 137 young EFL learners in a primary school in China. A questionnaire adapted from Saito et al.’s (1999) Foreign Language Reading Anxiety Scale was adopted to determine the level of students’ FLRA. The potential sources of their FLRA were identified with an adapted version of the questionnaire devised by Ahmad et al. (2013). Results of the present study indicate that young EFL learners generally have medium-level FLRA. In addition, textual features, including unknown words and unfamiliar words, have been identified as the main source of FLRA of young EFL learners, whereas personal factors are not as prominent as shown in previous studies conducted on adult EFL learners.
Anxiety is one of the affective factors which plays a significant role in the teaching learning process. This study makes an inquiry into foreign language listening anxiety among L2 English majors in a Chinese university with its focus on students’ learning experience. It seeks to reveal the dilemmas encountered by L2 English majors in the foreign language listening process. It also explores how these anxiety factors influence L2 English majors. The Foreign Language Listening Anxiety Scale (FLLAS) from Kim and a semi-structured one-by-one interview are employed in the study. The sources of English majors’ English listening anxiety found in this study are: vocabulary recognition, grasping the main idea, and detailed information, the speed of the delivery, lack of background knowledge of the listening material, speakers’ accent, and high requirement of memory and attention. The study results also indicate that anxious listeners tend to engage in excessive self-evaluation, worry over potential failure, and concern over others’ opinions. The study’s findings also have some pedagogical implications for English listening courses for undergraduate students, especially English major students.
The purpose of the current study is threefold: (a) to present a descriptive picture of classroom anxiety (FLCA), reading anxiety (FLRA), and listening anxiety (FLLA) in foreign language classrooms; (b) to explore the association between FLCA, FLRA, and FLLA; and (c) to test the mediating effect of FLCA on the relationship between FLRA and FLLA. The participants included 341 tertiary-level students studying at the English Preparatory Program of four public universities in the Turkish EFL context. The data were collected at the beginning of the 2022 fall semester through the Foreign Language Classroom Anxiety Scale, Foreign Language Reading Anxiety Scale, and Foreign Language Listening Anxiety Scale. The descriptive findings indicated a moderate level of FLCA, FLRA, and FLLA among the participants. In addition, significant and positive correlations were found between these three types of anxieties, with the strongest correlation between FLRA and FLLA. In the last stage of the analysis, it was found that FLCA partially and significantly mediated the relationship between FLRA and FLLA. Finally, directions for further research on investigating skill-based anxieties are presented.
This study investigates the anxiety frequency of students in English-medium instruction classes and its relationship with gender and English performance. The questionnaire was administered to 300 students in three universities in Central Vietnam. The follow-up interviews and classroom observations were conducted to obtain more insights into the research problems. The results revealed that the EMI students had moderate levels of anxiety. The most provoking causes of students’ anxiety were worries about making mistakes, inconfidence during speaking tasks and fears of negative judgment from peers and teachers. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between students’ foreign language anxiety levels and their English competence. No statistically significant relationship was found between male and female students. The study provides several pedagogical insights for curriculum designers, educators and teachers to improve the quality of English-medium instruction courses in the Vietnamese context.
Despite the increasing number of empirical studies that investigated foreign language writing anxiety and its correlates, there is still a lack of quantitative meta-analytic attempt on the effect sizes among these studies. To bridge the gap, this study identified 84 effect sizes from 22 primary studies to meta-analyze the correlations of foreign language writing anxiety and several key high-and low-evidence correlates. For the two high-evidence correlates, moderator analyses were also conducted, which demonstrated that foreign language writing anxiety has a moderate correlation with foreign language writing self-efficacy and foreign language writing performance. The three low-evidence correlates have positively moderate effects of foreign language listening anxiety, foreign language speaking anxiety and foreign language reading anxiety. The significant moderating effects of learners’ age and language proficiency were obtained. With respect to the results, pedagogical implications were discussed as well.
This edited volume is a collection of theoretical and empirical overviews of second language (L2) proficiency based on four skills: reading, writing, listening, and speaking. Each skill is reviewed in terms of how it has been conceptualized, measured, and studied over the years in relation to relevant (sub-) constructs of the language skill under discussion. This is followed by meta-analyses of correlation coefficients that examine the relationship between the L2 skill in question and its component variables. Unlike most meta-analyses that have a limited range of variables under investigation, our meta-analyses are much larger in scope to better clarify such relationships. By combining theoretical and empirical approaches, the book is helpful in deepening the understanding of how subcomponents or various variables are related to a particular L2 skill.
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