Foreign Language Anxiety and Language Learning Beliefs: A Comparative Study of Six Language Learner Groups
Main Article Content
Abstract
The present study investigates the relationship between foreign language anxiety and beliefs towards foreign language learning, considering personal and social-environmental factors that may influence language learners' beliefs. The participants consisted of 431 college students (M = 19.99, SD = 4.57 years) enrolled in language preparatory classes in Türkiye, focusing on Arabic, Chinese, English, German, Russian, and Spanish. The students provided self-reports on their levels of foreign language anxiety, including speech anxiety, failure anxiety, and low self-confidence, as well as their beliefs towards foreign language learning. The results of hierarchical regression analysis revealed that failure anxiety was positively associated with students' beliefs towards foreign language learning, indicating that higher levels of failure anxiety were linked to less favorable beliefs. On the other hand, low self-confidence was negatively associated with beliefs towards foreign language learning, suggesting that lower levels of self-confidence were associated with more negative beliefs. Speech anxiety, however, speech anxiety showed no significant association with students' beliefs towards foreign language learning. Furthermore, it was observed that foreign language anxiety and beliefs towards foreign language learning differed based on the specific foreign language being learned. These findings underscore the importance of examining foreign language anxiety in relation to beliefs towards foreign language learning, particularly within diverse language learner populations.
Article Details
![Creative Commons License](http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155–168. https://doi.org/10.2307/329005 DOI: https://doi.org/10.1111/j.1540-4781.1994.tb02026.x
Akçay, A., Ferzan Bütüner, T., & Arikan, A. (2015). Reasons behind young learners’ learning of foreign languages. International Journal of Language Academy, 3(2), 56–68. DOI: https://doi.org/10.18033/ijla.231
Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; a mixed methods approach. Frontiers in Education, 6, 618655. https://doi.org/10.3389/feduc.2021.618655 DOI: https://doi.org/10.3389/feduc.2021.618655
Ariogul, S., Unal, D. C., & Onursal, I. (2009). Foreign language learners’ beliefs about language learning: a study on Turkish university students. Procedia - Social and Behavioral Sciences, 1(1), 1500–1506. https://doi.org/10.1016/j.sbspro.2009.01.265 DOI: https://doi.org/10.1016/j.sbspro.2009.01.265
Aslan, E., & Thompson, A. S. (2021). The interplay between learner beliefs and foreign language anxiety: Insights from the Turkish EFL context. The Language Learning Journal, 49(2), 189–202. https://doi.org/10.1080/09571736.2018.1540649 DOI: https://doi.org/10.1080/09571736.2018.1540649
Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes (Publication No. 28639869) [Doctoral dissertation, Anadolu University]. ProQuest Dissertations and Theses Global.
Aydın, S., Yavuz, F., & Yeşilyurt, S. (2006). Test anxiety in foreign language learning. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(1), 145–160.
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Selinger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67–102). Newbury House.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359 DOI: https://doi.org/10.1521/jscp.1986.4.3.359
Barcelos, A. M. F. (2015). Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in Second Language Learning and Teaching, 5(2), 301-325. https://doi.org/10.14746/ssllt.2015.5.2.6 DOI: https://doi.org/10.14746/ssllt.2015.5.2.6
Batumlu, D. Z., & Erden, M. (2007). Yıldız Teknik Üniversitesi Yabancı Diller Yüksek Okulu hazırlık öğrencilerinin yabancı dil kaygıları ile İngilizce başarıları arasındaki ilişki. Journal of Theory and Practice in Education, 3(1), 24–38.
Bernat, E., & Lloyd, R. (2007). Exploring the gender effect on EFL learners’ beliefs about language learning. Australian Journal of Educational & Developmental Psychology, 7, 79–91.
Cheng, Y. S. (2001). Learners’ beliefs and second language anxiety. Concentric, 27(2), 209–223.
Crabbe, D. (2003). The quality of language learning opportunities. TESOL Quarterly, 37(1), 9–34. https://doi.org/10.2307/3588464 DOI: https://doi.org/10.2307/3588464
Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning [Unpublished doctoral dissertation]. Çukurova University.
Demirdaş, Ö., & Bozdoğan, D. (2013). Foreign language anxiety and performance of language learners in preparatory classes. Turkish Journal of Education, 2(3), 4–13. https://doi.org/10.19128/turje.181060 DOI: https://doi.org/10.19128/turje.181060
Djafri, F., & Wimbarti, S. (2018). Measuring foreign language anxiety among learners of different foreign languages: In relation to motivation and perception of teacher’s behaviors. Asian-Pacific Journal of Second and Foreign Language Education, 3(17), 1–15. https://doi.org/10.1186/s40862-018-0058-y DOI: https://doi.org/10.1186/s40862-018-0058-y
Dutra, R., & Finger, I. (2019). Age and proficiency in foreign language anxiety. Caderno de Letras, 35, 209–220. https://doi.org/10.15210/cdl.v0i35.17756 DOI: https://doi.org/10.15210/cdl.v0i35.17756
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206–220. https://doi.org/10.1111/j.1540-4781.2005.00275.x DOI: https://doi.org/10.1111/j.1540-4781.2005.00275.x
Fauziah, A., & Wati, S. (2022). Gender differences in speaking anxiety. Etnolingual, 6(1), 1-13. https://doi.org/10.20473/etno.v6i1.34064 DOI: https://doi.org/10.20473/etno.v6i1.34064
Frantzen, D., & Magnan, S. S. (2005). Anxiety and the true beginner-false beginner dynamic in beginning French and Spanish classes. Foreign Language Annals, 38(2), 171–186. https://doi.org/10.1111/j.1944-9720.2005.tb02483.x DOI: https://doi.org/10.1111/j.1944-9720.2005.tb02483.x
Gabillon, Z. (2005). L2 learner’s beliefs: An overview. Journal of Language and Learning, 3(2), 233–260.
Gardner, R. C., & Maclntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157–194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.x DOI: https://doi.org/10.1111/j.1467-1770.1992.tb00714.x
Genç, G. (2009). İnönü Üniversitesi Yabancı Diller Yüksekokulu öğrencilerinin yabancı dil kaygıları. Education Sciences, 4(3), 1080–1088.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283–294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x DOI: https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x DOI: https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Hsiao, T. Y., & Chiang, S. (2010). Testing the factor structure of the beliefs about language learning inventory. Perceptual and Motor Skills, 111(3), 707–721. https://doi.org/10.2466/03.08.11.28.PMS.111.6.707-721 DOI: https://doi.org/10.2466/03.08.11.28.PMS.111.6.707-721
Jee, M. J. (2017). Examining beliefs about language learning in relation to perceived linguistic self-confidence: Learners of Korean as a foreign language in Australia. Linguistic Research, 34, 25–48. https://doi.org/10.17250/khisli.34..201709.002 DOI: https://doi.org/10.17250/khisli.34..201709.002
Johnston, C. A., Moreno, J. P., Regas, K., Tyler, C., & Foreyt, J. P. (2012). The application of the Yerkes–Dodson Law in a childhood weight management program: Examining weight dissatisfaction. Journal of Pediatric Psychology, 37(6), 674–679. https://doi.org/10.1093/jpepsy/jss040 DOI: https://doi.org/10.1093/jpepsy/jss040
Kim, D. (2020). Learning language, learning culture: teaching language to the whole student. ECNU Review of Education, 3(3), 519-541. https://doi.org/10.1177/2096531120936693 DOI: https://doi.org/10.1177/2096531120936693
Lee, S. (2014). An examination of language learning beliefs and language learning strategy use in adult ESL learners in a higher educational setting [Unpublished doctoral dissertation]. Auburn University.
Lim, N. (2016). Cultural differences in emotion: differences in emotional arousal level between the East and the West. Integrative Medicine Research, 5(2), 105-109. https://doi.org/10.1016/j.imr.2016.03.004 DOI: https://doi.org/10.1016/j.imr.2016.03.004
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(1), 85–117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x DOI: https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
Marcos-Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94–111. https://doi.org/10.1111/j.1944-9720.2009.01010.x DOI: https://doi.org/10.1111/j.1944-9720.2009.01010.x
Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21–36. https://doi.org/10.1016/j.system.2003.08.002 DOI: https://doi.org/10.1016/j.system.2003.08.002
Mesri, F. (2012). The relationship between gender and Iranian EFL learners’ foreign language classroom anxiety (FLCA). International Journal of Academic Research in Business and Social Sciences, 2(6), 147–156.
Murphy, R. A., & Msetfi, R. M. (2014). Individual differences in associative learning. Frontiers in Psychology, 5, 466. https://doi.org/10.3389/fpsyg.2014.00466 DOI: https://doi.org/10.3389/fpsyg.2014.00466
Okay, A., & Balçıkanlı, C. (2017). Belief patterns and anxiety levels of Turkish EFL students in relation to level of instruction. I-Manager’s Journal on Educational Psychology, 11(2), 18–28. DOI: https://doi.org/10.26634/jpsy.11.2.13784
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217–239. https://doi.org/10.1017/S0142716499002039 DOI: https://doi.org/10.1017/S0142716499002039
Oruç, E., & Demirci, C. (2020). Investigating the underlying constructs of the Foreign Language Classroom Anxiety Scale. Language Teaching and Educational Research, 3(1), 76–93. https://doi.org/10.35207/later.729713 DOI: https://doi.org/10.35207/later.729713
Pappamihiel, N. E. (2001). Moving from the ESL classroom into the mainstream: An investigation of English language anxiety in Mexican girls. Bilingual Research Journal, 25(1–2), 31–38. https://doi.org/10.1080/15235882.2001.10162783 DOI: https://doi.org/10.1080/15235882.2001.10162783
Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36(3), 327–355. DOI: https://doi.org/10.58680/rte20021750
Park, G. P., & French, B. F. (2013). Gender differences in the Foreign Language Classroom Anxiety Scale. System, 41(2), 462–471. https://doi.org/10.1016/j.system.2013.04.001 DOI: https://doi.org/10.1016/j.system.2013.04.001
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 DOI: https://doi.org/10.1006/ceps.1999.1020
Seidlhofer, B. (2010). Lingua franca English: the European context. In A. Kirkpatrick (Ed.), The Routledge handbook of world Englishes (pp. 377–393). Routledge. https://doi.org/10.4324/9780203849323-32
Toghraee, T., & Shahrokhi, M. (2014). Foreign language classroom anxiety and learners’ and teachers’ beliefs toward FLL: A case study of Iranian undergraduate EFL learners. International Journal of Applied Linguistics & English Literature, 3(2), 131–137. https://doi.org/10.7575/aiac.ijalel.v.3n.2p.131 DOI: https://doi.org/10.7575/aiac.ijalel.v.3n.2p.131
Toyama, M., & Yamazaki, Y. (2021). Anxiety reduction sessions in foreign language classrooms. The Language Learning Journal, 49(3), 330-342. https://doi.org/10.1080/09571736.2019.1598474 DOI: https://doi.org/10.1080/09571736.2019.1598474
Tsai, C. C., & Chang, I. C. (2013). The study on motivation and anxiety of English learning of students at a Taiwan Technical University. International Journal of English Language Teaching, 1(1), 24–41.
Wahdah, N., Ainin, M., & Hamid, M. A. (2018). The relationship between personality traits of Dayakese students and their strategies in learning Arabic as a foreign language. Dinamika Ilmu, 18(2), 237–258. https://doi.org/10.21093/di.v18i2.987 DOI: https://doi.org/10.21093/di.v18i2.987
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–437. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x DOI: https://doi.org/10.1111/j.1540-4781.1991.tb05378.x