Document Type : research paper
Authors
Department of English Language, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract
Language learning anxiety has gained enormous attention as it has a detrimental role in foreign language learning and creating stress-free contexts for language learning has always been advised. Therefore, being cognizant of strategies to reduce anxiety seems to be of great importance. This study aimed at developing and validating a scale for measuring EFL learners’ preferred strategies for reducing their language learning anxiety (LLA) via adopting an exploratory sequential mixed-methods design. The participants comprised 200 Iranian EFL learners studying at different proficiency levels, selected on a convenience sampling basis. To develop the items for the scale, 30 EFL learners, randomly selected from the initial 200 ones, were asked about their perceived sources of anxiety and their preferred strategies to reduce their LLA. Content analysis of interviews along with the extant theoretical standpoints and empirical literature led to the development of a 13-item scale for measuring EFL learners’ LLA reducing strategies. Exploratory and confirmatory factor analyses conducted on the collected data also revealed that the developed three-factor model, including metacognitive, social, and tactile dimensions, fits the Iranian EFL learners’ population. The validated questionnaire may be utilised to familiarize EFL learners with strategies of coping with their anxiety and ultimately measure their perceived use of such strategies.
Keywords
Abu-Rabia, S., & Argaman, O. (2002). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum, 15(2), 143-160.
https://doi.org/10.1080/07908310208666640
https://doi.org/10.1080/07908310208666640
Amiruddin, M., & Suparti, T. (2018). Madurese millennial students’ anxiety in learning English. ISLLAC: Journal of Intensive Studies on Language, Literature, Art, and Culture, 2(2), 34-41.
Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York University press.
Auton, A. (2018). How can you improve the validity and reliability of your interview? https://www.linkedin.com/advice/0/
Aydin, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, https://files.eric.ed.gov/fulltext/ED512266.pdf
Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). Prentice-Hall, Inc.
Can, D. T. (2019). The reflections of pre-service EFL teachers on overcoming foreign language teaching anxiety (FLTA) during teaching practicum. Journal of Teaching English for Specific and Academic Purposes, 389-404. https://doi.org/10.22190/JTESAP1803389C
Chu, B. C., Talbott Crocco, S., Arnold, C. C., Brown, R., Southam-Gerow, M.A., & Weisz, J. R. (2015). Sustained implementation of cognitivebehavioral therapy for youth anxiety and depression: Long-term effects of structured training and consultation on therapist practice in the field. Professional Psychology: Research and Practice, 46(1), 70. https://doi.org/10.1037/a0038000
Ewald, J. D. (2007). Foreign language learning anxiety in upper‐level classes: Involving students as researchers. Foreign Language Annals, 40(1), 122-142. https://doi.org/10.1111/j.1944-9720.2007.tb02857.x
Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Hashemi, M., & Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Research Journal of Applied and Basic Sciences, 4(3), 640–646.
Horwitz, E. K., Horwitz, M. B. and Cope,J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Horwitz, E. K. (1991). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. In E. K. Horwitz, & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications. (pp. 37-39). Prentice Hall.
Horwitz & D. J. Young. (1991). Language anxiety: From theory and research to classroom implications. Prentice Hall.
Horwitz, E. (2010). Foreign and second language anxiety. Language Teaching,43(2), 154-167. http://dx.doi.org/10.1017/S026144480999036X
Horwitz, E. (2018). Language anxiety. In A. Burns & J. Richards (Eds.), The Cambridge guide to learning English as a second language (pp. 73-80). Cambridge University Press.
http://dx.doi.org/10.1017/9781009024761.011
Hu, L., Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. SEM, 6(1), 1-55.
Kao, P. C., Chen, K. T. C., & Craigie, P. (2017). Gender differences in strategies for coping with foreign language learning anxiety. Social Behavior and Personality: An International Journal, 45(2), 205-210.
http://dx.doi.org/10.2224/sbp.5771
Kim, S. Y. (2010). Is foreign language classroom anxiety context free or context dependent? Foreign Language Annals, 43(2), 187-189.
Kondo, D. S., & Yang, Y.-L. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58(3), 258–265. https://doi.org/10.1093/elt/58.3.258
Kralova, Z., & Soradova, D. (2015). Foreign language learning anxiety. Teaching Foreign Languages to Learners with Special Educational Needs, 1, 7-28. https://doi.org/10.17846/SEN.2015.91-100
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Liu, M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119–137.
Lucas, J. (1984). Communication apprehension in the ESL classroom: Getting our students to talk. Foreign Language Annals, 17(6), 593–598. https://doi.org/10.1111/j.1944-9720.1984.tb01748.x
Lukitasari, N. (2008). Students’ strategies in overcoming speaking problems in speaking class [Unpublished master’s thesis]. University of Muhammadiyah Malang.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language learning. Language Learning, 44(2), 283-305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Pallant, J. (2007). SPSS survival manual (3rd ed.). MCGraw-Hill.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. McGraw-Hill, Open University Press.
Patterson, B., Kyu, H. H., & Georgiades, K. (2013). Age at immigration to Canada and the occurrence of mood, anxiety, and substance use disorders. The Canadian Journal of Psychiatry, 58(4), 210-217.
https://doi.org/10.1177/070674371305800406
https://doi.org/10.1177/070674371305800406
Saidi, M. (2014). The Impact of students’ anxiety on oral performance. Dissertation Submitted to the Department of Foreign Language as partial fulfillment for the Masters’ Degree in English Language: Science of Language.
Spielberger, C. D. (1983). State trait anxiety inventory for adults: Sampler Set: Manual, Test, Scoring Key; [form Y]; STAIS-AD. Mind Garden.
Strauss, A., L. & Corbin, J. M. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory (2nd ed.). Sage Publications.
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63-75. https://doi.org/10.3316/QRJ1102063
Tosun, B. (2018). Oh no! Not ready to speak! An investigation on the major factors of foreign language classroom anxiety and the relationship between anxiety and age. Journal of Language and Linguistic Studies,14(1), 230-241.
Trang, T. T. T., Moni, K., & Baldauf, R. B. (2013). Foreign language anxiety: Understanding its sources and effects from insiders' perspectives. The Journal of Asia TEFL, 10(1), 95-131.
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4), 39–44. https://files.eric.ed.gov/fulltext/EJ1065743.pdf
Wei, J. (2013). A study via interviews of the Chinese Bouyei College learners’ EFL classroom anxiety coping strategies. Theory and Practice in Language Studies, 3(4), 660-668.
https://www.academypublication.com/issues/past/tpls/vol03/04/15.pdf
Wei, J. (2014). A Study via interviews of the Chinese Bouyei College learners’ EFL classroom anxiety arousals. Journal of Language Teaching and Research, 5(2), 419-428.
Williams K. E. & Andrade M. R. (2008). Foreign language anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5(2), 181-191.
Yan, J. X., & Liang, J. (2022). Foreign language anxiety and dependency distance in English-Chinese interpretation classrooms. Frontiers in Phychology, 13, 1-10.
Yang, J. C., & Quadir, B. (2018). Effects of prior knowledge on learning performance and anxiety in an English learning online role-playing game. Educational Technology & Society, 21 (3), 174–185.
Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
Young, D. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25, 157-172.
https://doi.org/10.1111/j.1944-9720.1992.tb00524.x
Young, M. Y. C. (1999). A serial ordering of listening comprehension strategies used by advanced ESL learners in Hong Kong. Asian Journal of English Language Teaching, 7(1), 35-53.
Zafar, S. & Meenakshi, K. (2012). Individual learner differences and second language acquisition: A review. Journal of Language Teaching and Research, 3(4), 639-646. doi:10.4304/jltr.3.4.639-64
Zarei, A. A., & Feizollahi, B. (2019). Concept mapping and brainstorming affecting writing anxiety and accuracy. Journal of Modern Research in English Language Studies, 5(1), 117-144.
Zarei, A. A., & Rezadoust, H. (2022). The effects of scaffolded and unscaffolded feeadback on speaking anxiety and self-efficacy. Journal of Modern Research in English Language Studies, 7(4), 111-132.
)