Anxiety vs. Enjoyment in the Chinese EFL Context: Which Predicts Listening Comprehension Better?

Autor/inn/en	Zhu, Lian; Aslan, Erhan
Titel	Anxiety vs. Enjoyment in the Chinese EFL Context: Which Predicts Listening Comprehension Better?
Quelle	In: TESL-EJ, 27 (2023) 2, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aslan, Erhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Anxiety; Communication (Thought Transfer); Likert Scales; Measures (Individuals); Second Language Learning; Second Language Instruction; English (Second Language); Correlation; Listening Comprehension; Learning Processes; Teaching Methods; Language Tests; Undergraduate Students; Learner Engagement; China; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Ausland; Angst; Communication; thought; Kommunikation; Gedanke; Likert-Skala; Messdaten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Hörverständnis; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest
Abstract	While foreign language anxiety has received abundant empirical attention, its relationship with foreign language enjoyment and specific language skills is not clearly understood. The present study explores the relationships between Chinese EFL learners' foreign language listening anxiety (FLLA), foreign language enjoyment (FLE), and listening achievement. Participants (n=255) were undergraduate students majoring indifferent subjects at two large local universities in China. The Chinese Version of Foreign Language Enjoyment Scale (CFLES) and the Foreign Language Listening Anxiety Scale (FLLAS) were used to measure FLE and FLLA, respectively. Correlation analyses performed on the questionnaire data revealed that while listening achievement negatively correlated with FLLA, it was positively correlated with FLE. A multiple stepwise regression analysis revealed that, of the two variables, FLE was found to better predict listening achievement than FLLA. Additionally, listening comprehension was found to be significantly correlated with private enjoyment, but not with variables relating to learning atmosphere or teachers. These findings highlight the importance of positive emotions and experiences in the language learning process and have implications for classroom practice. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01