The Effect of Foreign Language Anxiety on College Students Online Learning
DOI:
https://doi.org/10.18533/jah.v12i4.2339Keywords:
foreign language learning, anxiety, online classes, college studentsAbstract
Foreign language anxiety has always been regarded as a negative influencing factor on learning foreign languages. Exploring students' emotions in learning foreign languages online, especially in relieving anxiety, is conducive to promoting students to learn actively and adapting to new learning models and environments. Taking college students as the research subjects, through questionnaire and interview, this paper explores the impact of anxiety on their English learning effectiveness in the online classroom. Results show that online English learning reduces students' learning anxiety and changes their attitude of having classes, but it also increases their anxiety in English communication. In addition, online classes have also played a role in enhancing English listening and reading ability.
References
Brown, B. D. (1973). Affective Variables in Second Language Acquisition. Language Learning 23/2?
https://doi.org/10.1111/j.1467-1770.1973.tb00658.x
Deng Di. (2016). Review of Research on the Application of Flipped Classroom Teaching Model in College English Teaching. Foreign Language World (04): 89-96.
Gregersen, T. & E. Horwitz. (2002). Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance. Modern Language Journal 86/4.
https://doi.org/10.1111/1540-4781.00161
Horwitz, E. K., Horwitz, M. B. & Cope, J. A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal (02) : 125?132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Horwitz E.K. & Yong D.J. (Ed.). (1991). Language Anxiety: From T heory and Research to Classroom Implication. Englewood Cliffs. NJ: Prentice Hall. https://searchworks.stanford.edu/view/594002
Li Chengchen & Han Ye (2022). The Predictive Effects of Foreign Language Enjoyment, Anxiety, and Boredom on Learning Outcomes in Online English Classrooms. Modern Foreign Language 45 (02): 207-219. http://qikan.cqvip.com/Qikan/Article/Detail?id=7107423562
Li Tianyi & Wang Qi. (2020). Effects of Task Difficulty and Interestingness on Incidental Vocabulary Learning from Audio-visual English Input. Modern Foreign Languages 43 (04): 516-528.
http://www.cqvip.com/qk/82426x/202004/7102292564.html
MacIntyre, P. D. & Gardner, R. C. (1994). The Subtle Effects of Language Anxiety on Cognitive Processing in Second Language. Language Learning 44/2.
https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Macklem, G. L. (2015). Boredom in the Classroom: Addressing Student Motivation, Self-Regulation, and Engagement in Learning. Manchester: Springer. https://doi.org/10.1007/978-3-319-13120-7
Oxford, R. L. & Burry-Stock J. (1995). Assessing the Use of Language Learning Strategies Worldwide With the ESL/EFL Version of the Strategy Inventory for Language Learning (SILL). System. (1): 1?23. https://doi.org/10.1016/0346-251X(94)00047-A
Phillips, E. (1992). The Effects of Language Anxiety on Students’ Oral Test Performance and Attitudes. The Modern Language Journal, 76, 14-26. https://doi.org/10.1111/j.1540-4781.1992.tb02573.x
Shen Jingping. (2021). A Review of the Effectiveness of Foreign Language Enjoyment and Foreign Language Classroom Anxiety on Learners' Engagement and Attainment. Frontiers in Psychology, 12pp. 749284-749284. https://doi.org/10.3389/fpsyg.2021.749284
Spielberger, C. D., R. L. Gorsuch & R. E. Lushene. (1983). Manual for State-Trait Anxiety Inventory. California: Consulting Psychologists Press. https://doi.org/10.1037/t06496-000
Young, D. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal 75: 426-39.
https://doi.org/10.1111/j.1540-4781.1991.tb05378.x
Zheng Xinmin, Su Qiujun (2020). An Explorative Study of College English Teachers' Blended Teaching Strategies and Beliefs in the PostMOOC Era. Technology Enhanced Foreign Languages (02): 15-21.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Zhanfang Li, Sun Qi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
