An Exploration of Foreign Language Anxiety and English Learning Motivation
Meihua Liu,Wenhong Huang +1 more
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In this paper, the authors examined the relationship between foreign language anxiety, English learning motivation, and performance in English, and found that both of them were significantly correlated with students' performance.Abstract:
Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.read more
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
TL;DR: A meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement, reading-, writing-, listening-, and speaking academic achievement as discussed by the authors.
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Speaking anxiety among Turkish EFL learners: The case at a state university
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References
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Journal ArticleDOI
Foreign Language Classroom Anxiety
TL;DR: In this paper, anxiety is defined as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system, which impedes the ability to perform successfully in a foreign language class.
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Motivation and Motivating in the Foreign Language Classroom
TL;DR: This paper investigated the nature and role of motivation in the L2 learning process and grounded motivation research in a social psychological framework, which has been initiated and inspired by two Canadian psychologists, Robert Gardner and Wallace Lambert.
Book
Individual Differences in Second Language Learning
TL;DR: In this paper, the authors survey the development in foreign language aptitude, motivation, learner strategies, and learner styles, and conclude with a review of taxonomies of such strategies and their trainability.
Journal ArticleDOI
Language Learning Motivation: Expanding the Theoretical Framework
Rebecca L. Oxford,Jill Shearin +1 more
TL;DR: Motivation is considered to be one of the main determining factors in success in developing a second or foreign language (34), both referred to as L2 learning as mentioned in this paper, and motivation determines the extent of active, personal involvement in learning.