First and foremost, Foreign Language Anxiety (FLA) is a real thing. It's not some excuse concocted by your students to miss your classes and watch reruns of “Seinfeld.” Xenoglossophobia, as it's also known, is an extreme nervous reaction to any second language learning, speaking, writing or listening situation. Foreign language anxiety, or xenoglossophobia, is the feeling of unease, worry, nervousness and apprehension experienced in learning or using a second or foreign language.‎Causes · ‎Effects · ‎Cross-cultural code · ‎Measures. Abstract. This study investigated EFL students' and teachers' perspectives and experiences of managing foreign language anxiety (FLA).


Author: Lorenzo Wuckert
Country: Haiti
Language: English
Genre: Education
Published: 25 June 2014
Pages: 563
PDF File Size: 9.10 Mb
ePub File Size: 16.30 Mb
ISBN: 939-3-28704-850-8
Downloads: 4530
Price: Free
Uploader: Lorenzo Wuckert

Download Now

In these contexts, they learn the target language mainly for a concrete purpose such as school requirement and finding a better job in the future. When having to use the language, they foreign language anxiety become upset, nervous, and even panicked due to little practice.

Foreign language anxiety - Wikipedia

This is usually the case in China where EFL learners have little use of English in their daily life despite that foreign language anxiety importance has been foreign language anxiety to the language.

Therefore, the present study, situated in Chinese university EFL contexts, attempted to investigate the relationship between foreign language anxiety and motivation in relation to their interactive effect on performance in English.

And the following research questions are of particular interest: Participants The participants were foreign language anxiety and female first-year non-English majors from various disciplines such as law, engineering, mechanics, and economics and management at three universities in China.

All were enrolled in credit-bearing and compulsory English courses offered by their universities.

With an age range from 13 only one extremely exceptional student to 21 and an average age of Instrument For this study, the students completed a survey consisting foreign language anxiety a item Foreign Language Classroom Anxiety Scale, a item English Learning Motivation Scale, and the background questionnaire, as detailed below.

As theorized by Horwitz et al. Strength of motivation was included because students might not really work hard to learn the language even though they had the motivation to learn English for various foreign language anxiety.

Foreign language anxiety

The 6-item Intrinsic Motivation IntrinM was adopted from Schmidt and Watanabe [ 45 foreign language anxiety to index to what extent learners were intrinsically motivated to learn English.

Preliminary statistical analyses revealed high internal consistency for the measures see Table 1.

  • Education Research International
  • Navigation menu

The exam consisted of listening, reading, and writing speaking was excluded because it was time consumingbut only the total score was used in the present study.

Procedure The survey was foreign language anxiety to 30 intact classes of first-year undergraduate non-English majors at three universities in the 14th week of the first week term of an academic year.


The survey was competed in about 13 minutes. Of collected questionnaires, were complete for further statistical analyses. Results and Discussion 3.

An Exploration of Foreign Language Anxiety and English Learning Motivation

When doing so, the researchers adjusted the values assigned to the items reflective of little anxiety in foreign language class, or no motivation. Similarly, the higher the ELMS score and its subscale scores, the more motivated the respondent reportedly was to learn English for various reasons.

Having 36 items with foreign language anxiety of 1 to 5 assigned to the five descriptors of each item, respectively, the FLCAS has a possible score range of 36 to The score ranges for a student to be strongly, moderately, and not anxious about English tests, respectively, are above 8, 6—8, and below foreign language anxiety for the 2-item FLCAS3.


Similarly, the score ranges for great, moderate, and low strength of motivation or intrinsic motivation are more than 24, 18—24, and less than 18, respectively, on the 6-item SOM or IntrinM.

Likewise, a foreign language anxiety score of more than 44 on the item InstruM implies high instrumental motivation, a total score of 33 to 44 represents moderate and a total score of below 33 indicates low instrumental motivation. The score ranges for high, moderate, and low integrative motivation are more than foreign language anxiety, 36—48 and less than 36, respectively, on the item IntegM.