Browsing by Subject "Foreign language anxiety"

Now showing 1 - 4 of 4

Open Access
Impact of dialogue journals on language anxiety and classroom affect
(2005) Köse, Evren
This study explored the impact of using dialogue journals on language anxiety and classroom affect. The study was conducted with one control group and one experimental group at Zonguldak Karaelmas University in the spring semester of 2005. In total, 48 students and one teacher participated in the study. Following a workshop on the implementation of the dialogue journal, the teacher taught her class as usual and added dialogue journal use. Dialogue journal use was not part of the instruction for the control group. Data were collected through questionnaires and interviews. The questionnaires were administered to both groups before and after the six-week treatment. The questionnaires consisted of Likert scale items from (1)-Strongly Disagree to (5)-Strongly Agree. Interviews were also conducted with the teacher and selected students after the treatment. Questionnaires were analyzed by t-tests and ANOVA tests. The results revealed that no significant differences after the treatment were found between the control group and the experimental group students’ anxiety levels as measured by FLCAS. However, data collected in teacher and student interviews suggested that dialogue journal implementation had positive effects on attitudes towards English courses.
Open Access
The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety
(2009) Balemir, Serkan Hasan
This study investigated the sources of foreign language speaking anxiety and the relationship between proficiency levels and degree of foreign language speaking anxiety. The study was conducted at Hacettepe University, with the participation of 234 students from the departments of Basic English, Electrical and Electronics Engineering, International Relations and English Linguistics. Data were collected through a proficiency exam, a questionnaire and interviews. The proficiency exam is an adapted version of the Michigan Test of English Language Proficiency. The questionnaire had two parts. In the second part, the participants were given an adapted version of the Foreign Language Speaking Anxiety Scale (FLSAS), which was developed by Huang (2004). Afterwards, nine students were selected for participation in the interviews to get a more detailed analysis of the sources of foreign language speaking anxiety. The analysis of the quantitative data revealed that the participants had a moderate level of foreign language speaking anxiety, and that the level of learners‟ language proficiency did not play an important role in their degree of foreign language speaking anxiety. The quantitative data also revealed that teaching and testing procedures, personal reasons, and fear of negative evaluation were major anxiety provoking factors. The interview results showed that certain linguistic difficulties were additional sources of foreign language speaking anxiety in this EFL context.
Open Access
The relationship among foreign language speaking anxiety, English-speaking skills self-efficacy beliefs, and English-speaking performance of Turkish ELT students
(2024-07) Batu, Veliye
In today’s world, foreign language speaking skills hold a significant place in every aspect of life including foreign language education. Speaking skills are closely related to affective and cognitive factors in foreign language learning. In this respect, this current study investigated the relationship between foreign language speaking anxiety, speaking self-efficacy beliefs, and English-speaking performance of Turkish ELT students. The study was conducted with 71 first-year Turkish ELT students at a public university. For this mixed-methods research study, a questionnaire was given to all participants, and a semi-structured interview was held with seven voluntary participants to gain deeper insights into how anxiety and self-efficacy impact English-speaking performance. Correlational analyses were employed for survey data, and the results found significant relationships among foreign language speaking anxiety, speaking self-efficacy beliefs, and English-speaking performance. For the qualitative aspect, a thematic analysis was implemented for the interviews to examine the perspective of the students in more detail. The first-year ELT students reported that foreign language anxiety had an adverse effect on their Englishspeaking performance while high self-efficacy beliefs had a facilitative impact on performance. Based on the findings of the present study, implications for practice were drawn, and suggestions for further research were highlighted.
Open Access
The Relationship Between English Preparatory School Students’ Anxiety and Motivation in Türkiye
(2025-04) Bayazit, Zeynep
The present study aims to comprehend the relationship between English preparatory school students’ anxiety and motivation. In order to achieve this aim, this quantitative study will first examine the correlation between foreign language anxiety (FLA) and motivation of English preparatory students. Then, it will explore to what extent FLA can predict students’ intrinsic and extrinsic motivation when controlling for gender, university type (foundation/state), and students’ enrollment reason (by choice/compulsory) to preparatory schools. To be able to widen the scope of comprehension of the predictive roles, intrinsic and extrinsic motivation of students will also be tested as predictors of FLA with the same controlling variables. The sample consists of 136 Turkish students. Two surveys were used: the Turkish translation of Foreign Language Classroom Anxiety Scale (Gürsu, 2011) and the Motivation Scale for Learning English (Aktaş & Gündoğdu, 2018). Scale results showed .938 and .848 Cronbach’s Alpha results, respectively. The present study first presents the frequencies according to the surveys’ answers. Then, through Spearman correlation, it was found that there is a negative and significant (p < .001) correlation between anxiety and motivation (-.386). In addition, through multiple regression tests, the predictive roles of the factors were tested. According to the results, regardless of the controlling variable, intrinsic motivation showed a significant inverse predictor role for predicting FLA (p < .001). The same applied for FLA’s prediction of intrinsic motivation (p < .001). The present study concluded that there is a significant negative relationship between English preparatory school students’ anxiety and motivation.