Factors associated with foreign language anxiety

Anthony John Onwuegbuzie, Phillip Bailey, Christine E. Daley

1999-06-01articleApplied Psycholinguistics417 citationsclosed

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

Abstract

Abstract Foreign language anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. This study of 210 university students examined factors that predict1 foreign language anxiety. A setwise multiple regression analysis revealed that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth) contributed significantly to the prediction of foreign language anxiety. An analysis of variance, which included trend analysis, revealed that freshmen and sophomores reported the lowest levels of foreign language anxiety, and that anxiety levels increased linearly as a function of year of study. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions for future research.

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