The Relationship between Teacher and Peer Support and English-Language Learners’ Anxiety

Shufen Huang · Zohreh R. Eslami · Rou-Jui Sophia Hu

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Communication in Education and Healthcare

Abstract

This study sought to shed light on the relationship between support (from teachers and peers) and foreign-language learners’ anxiety. A total of 158 adult Taiwanese English-language learners completed three questionnaires: a background questionnaire, the Foreign Language Classroom Anxiety Scale, and the Classroom Life Measure. The results showed that teacher academic support was the most pervasive variable correlated with language-learning anxiety, compared to other types of support (i.e., teacher personal support, student academic support, and student personal support). Language learners felt less anxious when they perceived that they obtained more academic support from their teachers.

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References

2001Teaching by Principles: An Interactive Approach to Language Pedagogy 1986Foreign Language Classroom Anxiety 1985The Input Hypothesis: Issues and Implications 1986The Input Hypothesis: Issues and Implications 1993Classroom Belonging among Early Adolescent Students 2001Language anxiety and achievement 2001The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School 1994Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese

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