Showing 4 results for Foreign Language Anxiety
Ebrahim Badakhshan,
Volume 0, Issue 0 (2-2024)
Abstract
The present research aimed to investigate the effect of multilingualism on learning English as a third language, focusing on foreign language anxiety (FLA) and foreign language enjoyment (FLE). A sample of 353 Iranian bilingual and multilingual EFL learners participated in the study by completing self-report scales measuring FLA and FLE. As for the qualitative phase, a number of 15 EFL learners took part in semi-structured interviews. The results revealed that multilingual participants reported lower levels of FLA and higher levels of FLE than their bilingual counterparts. The results of the qualitative data also supported the findings of quantitative phase, suggesting that multilingualism can have a substantial impact on reducing FLA and enhancing FLE when learning a foreign language. The study highlights the potential benefits of multilingualism for language learners and might have significant implications for theory and practice.
Seyedeh Elham Elhambakhsh, Masoud Neysani,
Volume 0, Issue 0 (2-2024)
Abstract
This study employed a mixed-methods approach to examine the utilization of two emotion regulation strategies, namely cognitive reappraisal and expressive suppression, among a group of Iranian learners of English as a foreign language (EFL) at universities in Isfahan, Iran. The investigation was based on the Process Model of Emotion Regulation, a psychologically-validated theoretical model proposed by Gross (2015). The study also investigated the correlation between emotion regulation and levels of foreign language anxiety (FLA), and as an additional area of investigation, the impact of emotion regulation on the association between FLA and motivation for learning a second language. A total of 295 learners were questioned using a quantitative questionnaire. The qualitative research involved the selection of thirteen respondents from three levels (high, medium, low) of FLA. The primary component employed in this study was a stimulated recall interview. Data collection was undertaken online due to scheduling constraints. The findings indicated a low frequency of utilization for the two emotion regulation strategies, with cognitive reappraisal being more commonly employed compared to expressive suppression. Learners with low English proficiency exhibited a lower prevalence and preference for cognitive reappraisal. There was a stronger positive correlation observed between expressive suppression and FLA. The study found a negative correlation between cognitive reappraisal and FLA. It provides evidence that understanding the inner workings of learners’ emotion regulation may inform pedagogical practices.
Fatemeh Saneie Kashanifar, Seyyedeh Susan Marandi,
Volume 0, Issue 0 (2-2024)
Abstract
In this study, Virtual Reality (VR) was employed in an English course intended to promote oral presentation skills in Iranian academia, and the possible impact of the course on learners’ self-efficacy regarding presenting, Foreign Language Anxiety (FLA), and speaking skills was investigated. Eight participants attended a 6-session course, and practiced academic oral presentation in a virtually simulated environment. Prior to the course, semi-structured interviews were administered; in addition, participants’ weekly reflection notes and self-assessments were gathered throughout the course. Moreover, post-course semi-structured interviews and written follow-up interviews were conducted afterward. The findings revealed that the learners reported higher levels of self-efficacy regarding presenting after the course, due to a perceived improvement in their presenting style, as well as their presentation content and slides. Additionally, the course had contributed to lowering the learners’ FLA due to presence in the Immersive Learning Environment (ILE), ample practice opportunities, and collaborative avatar interactions. Moreover, the learners mentioned that the course had helped them to improve their speaking skills due to academic vocabulary expansion, pronunciation enhancement, fluency upgrade, and grammatical adjustment. The findings can provide insights for language educators with regard to the use of virtual reality for simultaneously fostering language and academic skills, as well as facilitating internationalization in higher education.
Lijuan Feng, Rafizah Mohd Rawian,
Volume 14, Issue 1 (3-2023)
Abstract
The present paper synthesizes the germane studies on English as a Foreign Language (EFL) learners’ motivation and foreign language anxiety (FLA) and their role in working memory. Earlier investigations have proved that learner motivation accelerates the learning process in working memory. Literature shows that learners prioritize some typical information based on their learning motivation. Nonetheless, specific strategies can be employed in order to augment learner motivation, which per se speeds up cognitive processing. Furthermore, earlier studies indicate a negative relationship between learners’ FLA and working memory. Learners’ FLA limits the attentional control system, which negatively affects learners’ working memory. Furthermore, the study offered some implications and future directions for the individuals like EFL teachers, teacher educators, and foreign language scholars. The postulations can improve their awareness of learner motivation and FLA and their role in working memory.
