Causes and effects of anxiety in the English class: Affective and cognitive factors
DOI:
https://doi.org/10.12795/revistafuentes.2023.22097Keywords:
Anxiety, Willingness to communicate, Higher education, Communicative strategies, Individual factors, Foreign languageAbstract
The scientific community claims that there is a connection between affective and cognitive factors in a second language learning. This is a non-experimental, quantitative, ex post facto, cross-sectional and explanatory research study carried out with a sample of 861 students, which consisted of 306 males and 625 females, at a public university in Colombia. The cause and effect relationships between foreign language classroom anxiety (FLCA) and willingness to communicate (WTC), test anxiety (TA), communication strategies (CS) and learning strategies (LS) were examined using the structural equation modeling (SEM). The Foreign Language Classroom Anxiety Scale, the Willingness to Communicate Questionnaire, the Oral Communication Strategy Inventory, the Test Anxiety Inventory, and the Strategy Inventory of Language Learning tools were distributed to collect the data. The SEM showed that FLCA negatively affects WTC and LS, and positively affects TA. Socio-affective strategies have a negative effect on FLCA and a positive effect on WTC. This study provides empirical evidence that shows that anxiety is an aspect that affects the development of communicative competence of English as a foreign language.
Downloads
Download data is not yet available.
References
Amengual-Pizarro, M. (2018). Foreign language classroom anxiety among English for Specific Purposes (ESP) students. International Journal of English Studies, 18(2), 145–159. https://doi.org/10.6018/ijes/2018/2/323311
Cakici, D. (2016). The correlation among EFL learners’ test anxiety, foreign Language anxiety and language achievement. English Language Teaching, 9(8), 190–203. https://doi.org/10.5539/elt.v9n8p190
Consejo de Europa (2002). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: Anaya https://bit.ly/3GD01E5
Domínguez-Lara, S. (2016). Inventario de la ansiedad ante exámenes-estado: Análisis preliminar de validez y confiabilidad en estudiantes de psicología. Liberabit, 22(2), 219–228. https://doi.org/10.24265/liberabit.2016.v22n2.09
Gatcho, A. R. y Hassan, B. (2019). What is so scary about learning English? Investigating language anxiety among Filipino college students. Premise: Journal of English Education and Applied Linguistics, 8(2), 127–143. https://doi.org/10.24127/pj.v8i2.2221
Gómez, J. F. y Díaz Larenas, C. (2020). Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios. Revista Complutense de Educación, 31(4), 413–422. https://doi.org/10.5209/rced.65406
Gómez, J. F., Restrepo, J. E. y Parra-Fernandez, E. (2020). Estrategias comunicativas para enfrentar las difcultades al hablar en inglés en una universidad pública de Colombia. Signo y Pensamiento, 39(76), 1–14. https://doi.org/10.11144/Javeriana.syp39-76.eced
Hamamorad, A. M. (2020). Foreign language anxiety and communicative performance: A structural equational modelling. Koya University Journal of Humanities and Social Sciences, 3(1), 199–207. https://doi.org/10.14500/kujhss.v3n1y2020.pp199-207
Horwitz, E. K., Horwitz, M. B. y Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://bit.ly/3t9KpCw
Huang, C. P. (2010). Exploring factors affecting the use of oral communication strategies. Lunghwa University of Science and Technology, 30, 85–104. https://bit.ly/3x6lqCi
Huang, H. D. (2018). Modeling the relationships between anxieties and performance in second/foreign language speaking assessment. Learning and Individual Differences, 63, 44–56. https://doi.org/10.1016/j.lindif.2018.03.002
Kalra, R. y Siribud, S. (2020). Public speaking anxiety in the Thai EFL context. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 195–209. https://bit.ly/38DSS9S
Jaekel, N. (2018). Language learning strategy use in context: The effects of self-efficacy and CLIL on language proficiency. International Review of Applied Linguistics in Language Teaching, 58(2), 195–220. https://doi.org/10.1515/iral-2016-0102
Kalsoom, A., Soomro, N. H. y Pathan, Z. H. (2020). How social support and foreign language anxiety impact willingness to communicate in English in an EFL classroom. International Journal of English Linguistics, 10(2), 80–91. https://doi.org/10.5539/ijel.v10n2p80
Lalinde, J., Espinosa Castro, J., Peñaloza Tarazona, M., Rodriguez, J., Chacón Rangel, J., Toloza Sierra, C., Arenas Torrado, M., Carrillo Sierra, S. y Bermúdez Pirela, V. (2018). Sobre el uso adecuado del coeficiente de correlación de Pearson: Definición, propiedades y suposiciones. Archivos Venezolanos de Farmacologia y Terapeutica, 37(5), 587–595. https://bit.ly/3xm6Rd1
MacIntyre, P. D., Clément, R., Dörnyei, Z. y Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Manipuspika, Y. S. (2018). Correlation between anxiety and willingness to communicate in the Indonesian EFL context. Arab World English Journal, 9(2), 200–217. https://doi.org/https://dx.doi.org/10.24093/awej/vol9no2.14
Mehrgan, K. (2013). Willingness to communicate in second language acquisition: A case study from a socio-affective perspective. Journal of Comparative Literature and Culture, 2(4), 172–175. https://bit.ly/3z8NfeR
Mohammadi, E. G., Biria, R., Koosha, M., y Shahsavari, A. (2013). The relationship between foreign language anxiety and language learning strategies among university students. Theory and Practice in Language Studies, 3(4), 637–646. https://doi.org/10.4304/tpls.3.4.637-646
Mystkowska-Wiertelak, A. y Pawlak, M. (2016). Designing a tool for measuring the interrelationships between L2 WTC, confidence, beliefs, motivation, and context. In M. Pawlak (Ed.), Classroom-Oriented Research: Second language learning and teaching (pp. 19–37). Switzerland: Springer International Publishing.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. Modern Language Journal, 90(2), 151–168. https://doi.org/10.1111/j.1540-4781.2006.00390.x
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A classroom study using multiple data collection procedures. Modern Language Journal, 94(1), 116–136. https://doi.org/10.1111/j.1540-4781.2009.00987.x
Oflaz, A. (2019). The effects of anxiety, shyness and language learning strategies on speaking skills and academic achievement. European Journal of Educational Research, 8(4), 999–1011. https://doi.org/10.12973/eu-jer.8.4.999
Orrego, L. M., y Díaz, A. E. (2010). Empleo de estrategias de aprendizaje de lenguas extranjeras: inglés y francés. Íkala, Revista De Lenguaje y Cultura, 15(1), 105–142. https://bit.ly/3m1IR9I
Ounis, T. (2016). Exploring the Use of oral communication strategies by high and low proficiency learners of english: Tunisian EFL students as a case study. International Journal of Humanities and Cultural Studies, 3(1), 1077–1098. https://bit.ly/3Neq5YA
Oxford, R. (1990). Language learning strategies: What every teacher should Know. Boston, Massachusetts: Heinle y Heinle Publishers.
Oxford, R. (2017). Teaching and researching language learning strategies. Teaching and Researching: Language Learning Strategies (2nd ed.). New York, NY: Routledge.
Oz, H. (2015). Emotional intelligence as a predictor of L2 communication. Procedia - Social and Behavioral Sciences, 186, 424–430. https://doi.org/10.1016/j.sbspro.2015.04.117
Pérez-Paredes, P. F., & Martinez-Sanchez, F. (2001). A Spanish version of the Foreign Language Classroom Anxiety Scale: Revisiting Aida's factor analysis. RESLA, 14, 337-352. https://dialnet.unirioja.es/servlet/articulo?codigo=871315
Rabadán, M. y Orgambídez, A. (2018). Ansiedad idiomática en español como Lengua extranjera y rendimiento académico en la enseñanza superior. Revista de Estudios e Investigación en Psicología y Educación, 5(1), 29–35. https://doi.org/10.17979/reipe.2018.5.1.2905
Riasati, M. J. (2018). Willingness to speak english among foreign language learners: A causal model. Cogent Education, 5(1), 1–17. https://doi.org/10.1080/2331186X.2018.1455332
Riasati, M. J. y Rahimi, F. (2018). Situational and individual factors engendering willingness to speak English in foreign language classrooms. Cogent Education, 5(1), 1–15. https://doi.org/10.1080/2331186X.2018.1513313
Rubio, F. (2004). La ansiedad en el aprendizaje de idiomas. Huelva: Servicio de Publicaciones. Universidad de Huelva.
Saeedakhtar, A., Hamidizare, S. y Abdi, R. (2018). The interplay of motivation and willingness to communicate in four skills: The iranian perspective. Iranian Journal of English for Academic Purposes, 7(1), 72–95. https://bit.ly/3agMu8R
Shabani, M. B. (2015). On the relationship between critical thinking and language learning strategies among Iranian EFL learners. International Journal of Educational Investigations, 2(2), 9–23. https://bit.ly/3tb9lt9
Shirkhani, S., Meigouni, M. M. y Alsadat, E. (2020). Oral communication strategies used by Iranian EFL learners and their relationship with the learners’ self-efficacy beliefs and anxiety level. Research in English Language Pedagogy, 8(1), 1–20. https://doi.org/10.30486/relp.2019.669075
Tian, S., y Mahmud, M. (2018). A study of academic oral presentation anxiety and strategy employment of EFL graduate students. Indonesian Journal of EFL and Linguistics, 3(2), 149–170. https://doi.org/10.21462/ijefl.v3i2.78
Toubot, A. M., Seng, G. H., y Abdullah, A. A. (2018). Examining levels and factors of speaking anxiety among EFL Libyan english undergraduate students. International Journal of Applied Linguistics and English Literature, 7(5), 47. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.47
Tuyen, L. V., An, H. T. y Hong, T. K. (2020). Strategies used by undergraduate english-majored students in oral communication. VNU Journal of Foreign Studies, 36(1), 156–179. https://doi.org/10.25073/2525-2445/vnufs.4506
Yaraghi, E. y Shafiee, S. (2018). Roles of learner autonomy and willingness to communicate in communication strategy use of EFL learners. International Journal of English Language and Literature, 7(3), 55–74. https://doi.org/10.18488/journal.23.2018.73.55.74
Zhang, L. (2016). Chinese college test takers’ individual differences and reading test performance: A structural equation modeling approach. Perceptual and Motor Skills, 122(3), 725–741. https://doi.org/10.1177/0031512516648131
Zeidner, M. (1998). Test anxiety: the state of art. New York: Springer.
Published
2023-01-23
How to Cite
Gómez, J. F., Restrepo, J. E. ., & Díaz Larenas, C. . (2023). Causes and effects of anxiety in the English class: Affective and cognitive factors . Revista Fuentes, 25(1), 101–110. https://doi.org/10.12795/revistafuentes.2023.22097
Issue
Section
Investigaciones
License
Copyright (c) 2023 Juan Fernando Gómez, Jorge Emiro Restrepo, Claudio Díaz Larenas
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal accept the following conditions:
Authors conserve the copyrights and cede to the journal the right for first publication, with the work registered with the attribution licence of Creative Commons, which allows third parties to use the published work as long as they mention the authorship and the first publication in this journal.
The authors may make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. include it an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
Authors are allowed and indeed recommended to publish their work on the internet (for example on institutional or personal pages) before and during the revision and publication process, because it can lead to productive exchanges and greater and faster dissemination of the published work (see The Effect of Open Access).
Received 2022-09-27
Accepted 2022-10-30
Published 2023-01-23
Accepted 2022-10-30
Published 2023-01-23
Views
- Abstract 1422
- PDF (Español (España)) 586
- HTML (Español (España)) 214
- EPUB (Español (España)) 20
