A study on foreign language anxiety among international students from China
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v5i5.1507
Abstract
In the era marked by heightened cross-border educational pursuits, this research endeavors to scrutinize the prevalence and repercussions of foreign language anxiety (FLA) among international students from China. These students face the dual challenge of attaining linguistic proficiency and adapting to a foreign culture as they pursue academic opportunities on a global scale. To thoroughly investigate these issues, this research employs a questionnaire survey methodology to collect data pertaining to FLA, language proficiency, and self-confidence perceptions among Chinese international students. The findings underscore the importance of language self-confidence in mitigating the adverse effects of FLA.
Keywords
foreign language; anxiety; international student; quantitative research
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[2] Horwitz E. 2001. Language anxiety and achievement. Annual review of applied linguistics, 21:112-126.
[3] Bai S. 2023. The predictive effects of foreign language anxiety and boredom on willingness to communicate among Chinese struggling EFL learners. Heliyon, 9(9):1-11.
[4] Dewaele J. 2002. Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism, 6(1):23-38.
[5] Liu M. 2021. Foreign language classroom anxiety, gender, discipline, and English test performance: A cross-lagged regression study. The Asia Pacific Education Researcher, 1-11.
[6] Dewaele J, Petrides K, Furnham A. 2008. Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4): 911-960.
[7] Zhang R, Zhong J. 2012. The hindrance of doubt: Causes of language anxiety. International Journal of English Linguistics, 2(3):27-33.
[8] Du X. 2019. The revalidation of the foreign language classroom anxiety scale (FLCAS). Advances in Social Science, Education and Humanities Research, 369:626–631.
[9] Liu M, Dong LA. 2023. Longitudinal study of foreign language reading anxiety and its predicting effects on Chinese university students' reading English performance. The Asia-Pacific Education Researcher, 32(6):783-791.
[10] Liu M. 2018. A study of Chinese university learners' anxiety in German language classrooms in at-home and study-abroad contexts. Cogent Education, 5(1):1-15.
[11] Liu M. 2017. Adult CSL learners' willingness to communicate in Chinese: The effects of cultural, affective, and linguistic variables. Psychological Reports, 120(3):423-442.
[12] Allen H, Herron CA. 2003. Mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3):370-385.
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