Research Article
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Foreign language anxiety and performance of language learners in preparatory classes

Year 2013, Volume 2, Issue 3, 4 - 13, 31.07.2013
https://doi.org/10.19128/turje.181060

Abstract

This study intended to determine whether there is a relationship between foreign language anxiety levels and language performance of 331 A1 level university preparatory students learning English as a foreign language in Turkey by Foreign Language Classroom Anxiety Scale. Foreign language anxiety levels were measured by FLCAS, and language performance was determined by the achievement test scores. The findings of the study are: (1) the participants in the current study exhibited relatively low levels of anxiety in their English classes (2) female students were more apt to suffer from foreign language anxiety : (3) there was a statistically significant negative relationship between foreign language anxiety and language performance.

References

  • 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, 155-167.
  • Anyadubalu, C. (2010). Self-Efficacy, anxiety, and performance in the English Language among middle-school students in English Language Program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences, 5 (3), 193-198.
  • Awan, R., Azher, M., Anwar, M., N. & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students achievement. Journal of College Teaching and Learning 7 (11), 33-40.
  • Aydın, S., Yavuz, F. & Yeşilyurt, S. (2006). Test anxiety in foreign language learning. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16, 145 – 160.
  • Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. Long (Eds.). Classroom-oriented research in second language acquisition (pp. 67-102). Rowley: Newbury House.
  • Batumlu, D. Z., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students. Journal of Theory and Practice in Education, 3 (1), 24-38.
  • Chang, G. B. Y. (1996). A study of anxiety in Chinese EFL learners. Teaching and Research, 18, 67-90.
  • Chastain, K. (1975). Affective and ability factors in second language acquisition. Language Learning, 25, 153- 161.
  • Chiang, Y. (2006). Connecting two anxiety constructs: An interdisciplinary study of foreign language anxiety and interpretation anxiety. (Unpublished master’s thesis). The University of Texas, the USA.
  • Comeau, J. L. (1992). Foreign language anxiety and teaching methodology. (Unpublished master’s thesis). The University of Texas, Austin, the USA.
  • Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning. (Unpublished doctoral dissertation). Çukurova University, Adana, Turkey.
  • Horwitz, E.K. (1983). Foreign language classroom anxiety scale. Unpublished manuscript.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559-562.
  • Horwitz, E. K., Horwitz, M. B. & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Horwitz, E.K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Horwitz, E.K., Horwitz, M.B., & Cope A.J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Horwitz, E.K., Horwitz, M.B., & Cope, J. A. (1991). Foreign language classroom anxiety. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 27-36). New Jersey: Englewood Cliffs.
  • Kao, P. C. & Craigie, P. (2010). Foreign language anxiety and English achievement in Taiwanese undergraduate English-major students: An empirical study. Bulletin on Hung Kuang University, 61, 49-62.
  • Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85 (4), 517-566.
  • Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27 (1), 93-107.
  • Kunt, N. (1997). Anxiety and beliefs about language learning: A study of Turkish-speaking university students learning English in North Cyprus. Applied Psycholinguistics, 20, 217–239.
  • Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
  • MacIntyre, P. D. & Gardner, R. C. (1989). Anxiety and second-language learning toward a theoretical clarification. Language Learning, 39 (2), 251-275.
  • MacIntyre, P.D. & Gardner, R.C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41, 85-117.
  • Marwan, A. (2007). Investigating students’ foreign language anxiety. Malaysian Journal of ELT Research, 3, 37-55.
  • Matsuda, S. & Gobel, P. (2003). Anxiety and predictors of performance in the foreign language classroom. System, 32, 21-36.
  • Öner, G. & Gedikoğlu, T. (2007). Foreign language anxiety affecting learning English of secondary school students in Gaziantep. Gaziantep Üniversitesi Sosyal Bilimler Dergisi 6 (2), 67-78.
  • Onwuegbuzie, A. J., Bailey, P. & Daley, C. E. (1999). Factors associated with foreign Language anxiety. Applied Psycholinguistics, 20, 217–223
  • Pappamihiel, N. E. (2001). Moving from the ESL classroom in to the Mainstream: An investigation of English language anxiety in Mexican girls. Bilingual Research Journal, 25 (1), 1-8.
  • Pappamihiel, N.E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. The National Council of English Teachers, 36, 327 – 355.
  • Philips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76, 14-26.
  • Saito, Y. & Samimy, K. (1996). Foreign language anxiety and language performance: a study of learner anxiety in beginning, intermediate and advanced level college students of Japanese. Foreign Language Annals, 29, 239-251.
  • Sarıgül, H. (2000). Trait anxiety or foreign language anxiety and their affects on learners’ foreign language proficiency and achievement. (Unpublished master’s thesis). Boğaziçi University, İstanbul, Turkey.
  • Scovel, T. (1978). The effect of anxiety on language learning: A review of the anxiety research. Language Learning, 28, 129-142.
  • Sertçetin, A. (2006). Classroom foreign language anxiety among Turkish primary school students. (Unpublished master’s thesis). Uludağ University, Bursa, Turkey.
  • Tallon, M. (2006). Foreign language anxiety in heritage students of Spanish: To be (Anxious) or not to be (anxious)? That is the question. (Unpublished master’s thesis). University of Texas, Austin, the USA.
  • Wang, J. (2011). Foreign language classroom anxiety and English academic performance among medical university students in Taiwan. (Unpublished doctoral dissertation). La Sierra University, California, the USA.
  • Wang, N. (2005). Beliefs about language learning and foreign language anxiety: A study of university students learning English as a foreign language in Mainland China. (Unpublished master’s thesis). University of Victoria, Saanich, British Colombia.
  • Weiner, I.B, & Craighead, W.E. (2010). The Corsini Encyclopedia of Psychology. New Jersey: John Wiley & Sons.
  • Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the anxiety research suggest?.Modern Language Journal, 75, 426-439.
  • Young, D. J. (1999). Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. Boston: McGraw-Hill College.

Hazırlık sınıflarında öğrenim gören yabancı dil öğrencilerinin yabancı dil endişeleri ve başarıları

Year 2013, Volume 2, Issue 3, 4 - 13, 31.07.2013
https://doi.org/10.19128/turje.181060

Abstract

Bu çalışmada Abant İzzet Baysal Üniversitesi, Dil Eğitimi Araştırma ve Uygulama Merkezinde eğitim gören 331 A1 düzeyindeki üniversite hazırlık öğrencilerinin yabancı dil kaygı düzeyleri ile dil performansı arasında bir ilişki olup olmadığı araştırılmıştır. Öğrencilerin yabancı dil kaygı düzeylerinin belirlenmesi için Horwitz, Horwitz ve Cope (1986) tarafından hazırlanmış olan “Yabancı Dil Sınıf Kaygısı Ölçeği” kullanılmıştır. Öğrencilerin İngilizce başarı düzeyini belirlemek için de A1 seviyesi başarı sınavı sonuçları kullanılmıştır. Araştırmada elde edilen bulgular şunlardır: (1) araştırmaya katılan öğrencilerin yabancı dil sınıf kaygılarının nispeten düşük olduğu (2) kız öğrencilerin yabancı dil öğrenme kaygı düzeylerinin erkek öğrencilere oranla daha yüksek olduğu ve (3) yabancı dil endişesi ve dil başarısı arasında anlamlı negatif bağlantı bulunduğudur.

References

  • 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, 155-167.
  • Anyadubalu, C. (2010). Self-Efficacy, anxiety, and performance in the English Language among middle-school students in English Language Program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences, 5 (3), 193-198.
  • Awan, R., Azher, M., Anwar, M., N. & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students achievement. Journal of College Teaching and Learning 7 (11), 33-40.
  • Aydın, S., Yavuz, F. & Yeşilyurt, S. (2006). Test anxiety in foreign language learning. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16, 145 – 160.
  • Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. Long (Eds.). Classroom-oriented research in second language acquisition (pp. 67-102). Rowley: Newbury House.
  • Batumlu, D. Z., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students. Journal of Theory and Practice in Education, 3 (1), 24-38.
  • Chang, G. B. Y. (1996). A study of anxiety in Chinese EFL learners. Teaching and Research, 18, 67-90.
  • Chastain, K. (1975). Affective and ability factors in second language acquisition. Language Learning, 25, 153- 161.
  • Chiang, Y. (2006). Connecting two anxiety constructs: An interdisciplinary study of foreign language anxiety and interpretation anxiety. (Unpublished master’s thesis). The University of Texas, the USA.
  • Comeau, J. L. (1992). Foreign language anxiety and teaching methodology. (Unpublished master’s thesis). The University of Texas, Austin, the USA.
  • Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning. (Unpublished doctoral dissertation). Çukurova University, Adana, Turkey.
  • Horwitz, E.K. (1983). Foreign language classroom anxiety scale. Unpublished manuscript.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559-562.
  • Horwitz, E. K., Horwitz, M. B. & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Horwitz, E.K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Horwitz, E.K., Horwitz, M.B., & Cope A.J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Horwitz, E.K., Horwitz, M.B., & Cope, J. A. (1991). Foreign language classroom anxiety. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 27-36). New Jersey: Englewood Cliffs.
  • Kao, P. C. & Craigie, P. (2010). Foreign language anxiety and English achievement in Taiwanese undergraduate English-major students: An empirical study. Bulletin on Hung Kuang University, 61, 49-62.
  • Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85 (4), 517-566.
  • Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27 (1), 93-107.
  • Kunt, N. (1997). Anxiety and beliefs about language learning: A study of Turkish-speaking university students learning English in North Cyprus. Applied Psycholinguistics, 20, 217–239.
  • Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
  • MacIntyre, P. D. & Gardner, R. C. (1989). Anxiety and second-language learning toward a theoretical clarification. Language Learning, 39 (2), 251-275.
  • MacIntyre, P.D. & Gardner, R.C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41, 85-117.
  • Marwan, A. (2007). Investigating students’ foreign language anxiety. Malaysian Journal of ELT Research, 3, 37-55.
  • Matsuda, S. & Gobel, P. (2003). Anxiety and predictors of performance in the foreign language classroom. System, 32, 21-36.
  • Öner, G. & Gedikoğlu, T. (2007). Foreign language anxiety affecting learning English of secondary school students in Gaziantep. Gaziantep Üniversitesi Sosyal Bilimler Dergisi 6 (2), 67-78.
  • Onwuegbuzie, A. J., Bailey, P. & Daley, C. E. (1999). Factors associated with foreign Language anxiety. Applied Psycholinguistics, 20, 217–223
  • Pappamihiel, N. E. (2001). Moving from the ESL classroom in to the Mainstream: An investigation of English language anxiety in Mexican girls. Bilingual Research Journal, 25 (1), 1-8.
  • Pappamihiel, N.E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. The National Council of English Teachers, 36, 327 – 355.
  • Philips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76, 14-26.
  • Saito, Y. & Samimy, K. (1996). Foreign language anxiety and language performance: a study of learner anxiety in beginning, intermediate and advanced level college students of Japanese. Foreign Language Annals, 29, 239-251.
  • Sarıgül, H. (2000). Trait anxiety or foreign language anxiety and their affects on learners’ foreign language proficiency and achievement. (Unpublished master’s thesis). Boğaziçi University, İstanbul, Turkey.
  • Scovel, T. (1978). The effect of anxiety on language learning: A review of the anxiety research. Language Learning, 28, 129-142.
  • Sertçetin, A. (2006). Classroom foreign language anxiety among Turkish primary school students. (Unpublished master’s thesis). Uludağ University, Bursa, Turkey.
  • Tallon, M. (2006). Foreign language anxiety in heritage students of Spanish: To be (Anxious) or not to be (anxious)? That is the question. (Unpublished master’s thesis). University of Texas, Austin, the USA.
  • Wang, J. (2011). Foreign language classroom anxiety and English academic performance among medical university students in Taiwan. (Unpublished doctoral dissertation). La Sierra University, California, the USA.
  • Wang, N. (2005). Beliefs about language learning and foreign language anxiety: A study of university students learning English as a foreign language in Mainland China. (Unpublished master’s thesis). University of Victoria, Saanich, British Colombia.
  • Weiner, I.B, & Craighead, W.E. (2010). The Corsini Encyclopedia of Psychology. New Jersey: John Wiley & Sons.
  • Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the anxiety research suggest?.Modern Language Journal, 75, 426-439.
  • Young, D. J. (1999). Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. Boston: McGraw-Hill College.

Details

Primary Language Turkish
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Ozkan DEMİRDAS>


Derya BOZDOĞAN>

Publication Date July 31, 2013
Published in Issue Year 2013, Volume 2, Issue 3

Cite

APA Demirdas, O. & Bozdoğan, D. (2013). Hazırlık sınıflarında öğrenim gören yabancı dil öğrencilerinin yabancı dil endişeleri ve başarıları . Turkish Journal of Education , 2 (3) , 4-13 . DOI: 10.19128/turje.181060

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