Research Article
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Investigating the Underlying Constructs of the Foreign Language Classroom Anxiety Scale

Year 2020, Volume: 3 Issue: 1, 76 - 93, 17.06.2020
https://doi.org/10.35207/later.729713

Abstract

Foreign language anxiety has been the subject of research for many years as one of the individual factors affecting the language learning process. In this study, the factor structure of Foreign Language Anxiety Scale was examined in the context of Turkey. The study group consisted of 166 students studying in the English preparatory department of a university in the Marmara Region during the spring semester of the 2017-2018 academic year. Validity and reliability study consists of language validity, scoring, application, item analysis, construct validity and reliability steps. It was found that the Foreign Language Class Anxiety Scale has a factor structure consisting of 3 dimensions: speaking anxiety, failure anxiety and lack of self-confidence. According to the results of exploratory factor analysis, it was determined that the factors explained 57% of the total variance. As a result of the internal consistency analysis regarding the reliability of the scale, it was determined that the internal consistency coefficient received acceptable values in speaking anxiety, failure anxiety and lack of self-confidence factors. In conclusion, the multi-factor structure of the Foreign Language Classroom Anxiety Scale was examined in the context of Turkey and considered as a reliable and valid tool that can be used to measure foreign language anxiety.

References

  • Kaynakça Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78(1), 155-168.
  • Altunkaya, H. ve Erdem, İ. (2017). Yabancı dil olarak Türkçe öğrenenlerin okuma kaygıları ve okuduğunu anlama becerileri. Sakarya University Journal of Education, 7(1), 59-77.
  • Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes (Yayınlanmamış doktora tezi). Anadolu Üniversitesi, Eskişehir.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınları.
  • Chen, Y., & Liu, D. (2010). An empirical study of listening anxiety on its cause and coping strategy. Foreign Language and Literature, 26(1), 141–144.
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(1), 417-446.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and
  • Field, A. (2012). Discovering statistics using IBM SPSS statistics. London: Sage Publications.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R. C. (1991). Foreword. E. K. Horwitz & D. J. Young (Ed), Language anxiety: From theory and research to classroom implications içinde (s. vii-viii). Englewood Cliffs, N.J.: Prentice Hall.
  • Gardner, R. C., & Smythe, P. C. (1975). Second language acquisition: A social psychological approach (No. 332 of Research Bulletin). Ontario: University of Ontario.
  • Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78(1), 41-55.
  • Genç, G. (2016). Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? Journal of Language and Linguistic Studies, 12(2), 135-151.
  • Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115–128.
  • Guo, Y., & Qin, X. (2010). Chinese non-English majors’ foreign language writing anxiety and its implications to writing. Foreign Language World, 54(2), 62-82.
  • Güngör, Z. (2016). Fransızca yabancı dil öğreniminde kaygı nedenleri ve cinsiyet faktörü. The Journal of Academic Social Science Studies, 46(1), 291–301.
  • Gürsoy, E., & Karaca, N. (2018). The effect of speaking anxiety on speaking self efficacy of children in a FLL context. International Journal of Language Academy, 6(3), 194–210.
  • He, D. (2018). Foreign language learning anxiety in China. Singapore: Springer Singapore.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(1), 559–562.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112-126.
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
  • Horwitz, E. K. (2016). Factor structure of the foreign language classroom anxiety scale: Comment on Park. Psychological Reports, 119(1), 71-76.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132.
  • Horwitz, M. B., Horwitz, E. K., & Cope, J. (1991). Foreign language classroom anxiety. E. K. Horwitz & D. J. Young (Ed), Language anxiety: From theory and research to classroom implications içinde (s. 27-39). Englewood Cliffs, NJ: Prentice Hall.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.
  • Kim, S. Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annuals, 42(1), 138-141.

  • Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English (Unpublished doctoral dissertation). The University of Texas, Austin.
  • Kline, P. (1999). The handbook of psychological testing (2nd ed.). London: Routledge.
  • Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. Modern Language Journal, 92(1), 71-86.
  • MacIntyre, P. D. (1998). Language anxiety: A review of the research for language teachers. D. J. Young (Ed), Affect in foreign language and second language learning içinde (s. 24-45). Boston, MA: McGraw-Hill.
  • MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576.
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning toward a theoretical clarification. Language Learning, 39(1), 251-275.
  • MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75(1), 296–304.
  • MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305.
  • Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(1), 202-214.
  • Matsuda, S., & Gobel, P. (2001). Quiet apprehension: Reading and classroom anxieties. JALT Journal, 23(1), 227–247.
  • Park, G. P. (2014). Factor analysis of the foreign language classroom anxiety scale in Korean learners of English as a foreign language. Psychological Reports, 115(1), 261–275.
  • Park, G. P. (2012). Investigation into the constructs of the FLCAS. English Teaching, 67(1), 207-220.
  • Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(1), 202–218.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.
  • Sparks, R. J., & Ganschow L. (1991). Foreign language learning differences: Affective or native language aptitude? The Modern Language Journal, 17(1), 2–16.
  • Takkaç, T. A. (2018). Speaking anxiety of foreign learners of Turkish in target context. International Online Journal of Education and Teaching (IOJET), 5(2), 313-332.
  • Toth, Z. (2008). A foreign language anxiety scale for Hungarian learners of English. WoPaLP, 2(1), 55-78.
  • Xiang, M. (2004). On affective barriers to language learning. Teaching English in China, 27(1), 115–119.
  • Zheng, D. (2005). The influence of writing anxiety on undergraduates’ English writing. Journal of Sanmenxia Polytechnic, 4(1), 47–50.
  • Zhou, X. (2009). Causes of listening anxiety in English classes and the relationship with listening scores in CET-4. Journal of Chongqing Jiaotong University (Social Sciences Edition), 9(1), 137–141.
  • Zhou, B., & Tang, J. (2010). An empirical study on the effect of L2 writing anxiety with writing process. Foreign Language Education, 31(1), 64–68.

Yabancı Dil Sınıf Kaygısı Ölçeği’nin Faktör Yapısının İncelenmesi

Year 2020, Volume: 3 Issue: 1, 76 - 93, 17.06.2020
https://doi.org/10.35207/later.729713

Abstract

Yabancı dil kaygısı, dil öğrenme sürecini etkileyen bireysel faktörlerden biri olarak uzun yıllardır araştırmalara konu olmaktadır. Çalışmada, Yabancı Dil Kaygısı Ölçeği’nin faktör yapısının Türkiye bağlamında incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2017-2018 eğitim-öğretim yılı bahar döneminde Marmara Bölgesindeki bir üniversitenin İngilizce hazırlık bölümde öğrenim gören 166 öğrenci oluşturmuştur. Geçerlilik güvenirlik çalışması, dil geçerliği, puanlandırma, uygulama, madde analizi, yapı geçerliği ve güvenirlik basamaklarından oluşmaktadır. Araştırma sonucunda, Yabancı Dil Sınıf Kaygısı Ölçeği’nin konuşma kaygısı, başarısızlık kaygısı ve özgüven eksikliği olmak üzere 3 boyuttan oluşan bir faktör yapısına sahip olduğuna ulaşılmıştır. Açımlayıcı faktör analizi sonuçlarına göre faktörlerin toplam varyansın %57’sini açıkladığı saptanmıştır. Ölçeğin güvenirliğine ilişkin uygulanan iç tutarlılık analizi sonucunda konuşma kaygısı, başarısızlık kaygısı ve özgüven eksikliği faktörlerinde iç tutarlılık katsayısının kabul edilebilir değerler aldığı belirlenmiştir. Buna göre, bu çalışmada Yabancı Dil Sınıf Kaygısı Ölçeği’nin çoklu faktör yapısı Türkiye bağlamında incelenmiş ve yabancı dil kaygısının ölçülmesinde kullanılabilecek güvenilir ve geçerli bir araç olarak değerlendirilmiştir. 

References

  • Kaynakça Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78(1), 155-168.
  • Altunkaya, H. ve Erdem, İ. (2017). Yabancı dil olarak Türkçe öğrenenlerin okuma kaygıları ve okuduğunu anlama becerileri. Sakarya University Journal of Education, 7(1), 59-77.
  • Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes (Yayınlanmamış doktora tezi). Anadolu Üniversitesi, Eskişehir.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınları.
  • Chen, Y., & Liu, D. (2010). An empirical study of listening anxiety on its cause and coping strategy. Foreign Language and Literature, 26(1), 141–144.
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(1), 417-446.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and
  • Field, A. (2012). Discovering statistics using IBM SPSS statistics. London: Sage Publications.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R. C. (1991). Foreword. E. K. Horwitz & D. J. Young (Ed), Language anxiety: From theory and research to classroom implications içinde (s. vii-viii). Englewood Cliffs, N.J.: Prentice Hall.
  • Gardner, R. C., & Smythe, P. C. (1975). Second language acquisition: A social psychological approach (No. 332 of Research Bulletin). Ontario: University of Ontario.
  • Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78(1), 41-55.
  • Genç, G. (2016). Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? Journal of Language and Linguistic Studies, 12(2), 135-151.
  • Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115–128.
  • Guo, Y., & Qin, X. (2010). Chinese non-English majors’ foreign language writing anxiety and its implications to writing. Foreign Language World, 54(2), 62-82.
  • Güngör, Z. (2016). Fransızca yabancı dil öğreniminde kaygı nedenleri ve cinsiyet faktörü. The Journal of Academic Social Science Studies, 46(1), 291–301.
  • Gürsoy, E., & Karaca, N. (2018). The effect of speaking anxiety on speaking self efficacy of children in a FLL context. International Journal of Language Academy, 6(3), 194–210.
  • He, D. (2018). Foreign language learning anxiety in China. Singapore: Springer Singapore.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(1), 559–562.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112-126.
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
  • Horwitz, E. K. (2016). Factor structure of the foreign language classroom anxiety scale: Comment on Park. Psychological Reports, 119(1), 71-76.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132.
  • Horwitz, M. B., Horwitz, E. K., & Cope, J. (1991). Foreign language classroom anxiety. E. K. Horwitz & D. J. Young (Ed), Language anxiety: From theory and research to classroom implications içinde (s. 27-39). Englewood Cliffs, NJ: Prentice Hall.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.
  • Kim, S. Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annuals, 42(1), 138-141.

  • Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English (Unpublished doctoral dissertation). The University of Texas, Austin.
  • Kline, P. (1999). The handbook of psychological testing (2nd ed.). London: Routledge.
  • Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. Modern Language Journal, 92(1), 71-86.
  • MacIntyre, P. D. (1998). Language anxiety: A review of the research for language teachers. D. J. Young (Ed), Affect in foreign language and second language learning içinde (s. 24-45). Boston, MA: McGraw-Hill.
  • MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576.
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning toward a theoretical clarification. Language Learning, 39(1), 251-275.
  • MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75(1), 296–304.
  • MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305.
  • Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(1), 202-214.
  • Matsuda, S., & Gobel, P. (2001). Quiet apprehension: Reading and classroom anxieties. JALT Journal, 23(1), 227–247.
  • Park, G. P. (2014). Factor analysis of the foreign language classroom anxiety scale in Korean learners of English as a foreign language. Psychological Reports, 115(1), 261–275.
  • Park, G. P. (2012). Investigation into the constructs of the FLCAS. English Teaching, 67(1), 207-220.
  • Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(1), 202–218.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.
  • Sparks, R. J., & Ganschow L. (1991). Foreign language learning differences: Affective or native language aptitude? The Modern Language Journal, 17(1), 2–16.
  • Takkaç, T. A. (2018). Speaking anxiety of foreign learners of Turkish in target context. International Online Journal of Education and Teaching (IOJET), 5(2), 313-332.
  • Toth, Z. (2008). A foreign language anxiety scale for Hungarian learners of English. WoPaLP, 2(1), 55-78.
  • Xiang, M. (2004). On affective barriers to language learning. Teaching English in China, 27(1), 115–119.
  • Zheng, D. (2005). The influence of writing anxiety on undergraduates’ English writing. Journal of Sanmenxia Polytechnic, 4(1), 47–50.
  • Zhou, X. (2009). Causes of listening anxiety in English classes and the relationship with listening scores in CET-4. Journal of Chongqing Jiaotong University (Social Sciences Edition), 9(1), 137–141.
  • Zhou, B., & Tang, J. (2010). An empirical study on the effect of L2 writing anxiety with writing process. Foreign Language Education, 31(1), 64–68.
There are 47 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Articles
Authors

Eylem Oruç 0000-0003-2707-8986

Cavide Demirci This is me

Publication Date June 17, 2020
Acceptance Date May 13, 2020
Published in Issue Year 2020 Volume: 3 Issue: 1

Cite

APA Oruç, E., & Demirci, C. (2020). Yabancı Dil Sınıf Kaygısı Ölçeği’nin Faktör Yapısının İncelenmesi. Language Teaching and Educational Research, 3(1), 76-93. https://doi.org/10.35207/later.729713