The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement

Adnan Oflaz

74 citations0/0 files storedEuropean Journal of Educational Research

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EFL/ESL Teaching and Learning Linguistic Education and Pedagogy Communication in Education and Healthcare

Abstract

The purpose of this research was to investigate the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning German. In addition, it was aimed to determine how the independent variables predict the speaking scores and academic achievement. The research sample consisted of 110 students (75 female and 35 males). Three instruments used in the study were: Foreign Language Classroom Anxiety Scale; Strategy Inventory of Language Learning and Shyness Scale. The results of this study revealed that a moderate significant negative relationship (r= -.434) was present between the students' foreign language learning anxiety and academic achievement. Besides, a significant and negative relationship (r= -.290) was found between foreign language anxiety and speaking scores of students. According to the correlation analysis, no significant relationship was identified between shyness, academic achievement and speaking scores of students. According to the analysis, a significant positive relationship was found between the students' language learning strategies and their academic achievements (r= .275). Namely, these data showed that, the level of academic achievement increases as the use of strategy increases. Similarly, shyness and foreign language anxiety show a moderate positive correlation (r= .419). According to these findings, it may be stated that shyness increases as speaking anxiety rises. Besides, it was determined that students' shyness, foreign language anxiety and language learning strategies predicted 26.4 % of their academic achievement. The results indicated that independent variables were positive predictors of students’ academic achievement. Finally, suggestions were made for German teachers to reduce the effects of shyness and anxiety in the process of foreign language learning.

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References

1970Manual for the State-Trait Anxiety Inventory 1991Language Learning Strategies: What Every Teacher Should Know 1986Foreign Language Classroom Anxiety 1985The Input Hypothesis: Issues and Implications 2001Language anxiety and achievement 1994The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language 1981Shyness and sociability.1994Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese

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