Affiliation:
1. Prince Sultan University, Riyadh, Kingdom of Saudi Arabia
2. Konkuk University’s Glocal Campus, Chungju, South Korea
Abstract
Understanding how second language proficiency and other key learner characteristics relate to language learning anxiety subcomponents can help inform the type and quantity of content instructors approach foreign language (FL) students with when teaching English. This study seeks to understand how FL proficiency (i.e., TOEIC reading, TOEIC listening, and self-reported), FL study experience, and gender influence levels of foreign language classroom anxiety and second language writing anxiety. To accomplish the research goals, 245 students completed a questionnaire measuring foreign language classroom anxiety and second language writing anxiety. Three hierarchical linear regressions were used to test the study’s models, and structural equation modeling was used to confirm and illustrate the observed relationships. Overall, self-reported FL proficiency was a stronger predictor of anxiety than actual FL proficiency. Findings further indicate that FL listening and self-reported proficiency significantly negatively correlate with FL speaking anxiety but not writing anxiety. Only FL reading proficiency significantly influenced FL writing anxiety; however, this relationship disappeared when self-reported FL proficiency was added to the model. Further, differences in how FL proficiency influences FL anxiety when controlling for years of experience studying EFL and gender are discussed. Recommendations on how instructors can approach language instruction to assist highly anxious students in the EFL context are also discussed.
Subject
General Social Sciences,General Arts and Humanities
Reference74 articles.
1. Abu Shawish J. I., Abdelraheem A. A. (2010). Writing apprehension among Palestinian university English majors. Al-Aqsa University Journal, 18(2), 114–150. https://www.alaqsa.edu.ps/site_resources/aqsa_magazine/files/396.pdf
2. Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach
3. Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献