An Exploration of Interrelationships among Students' Foreign Language Anxiety, Their Perception on Teachers' Classroom Behaviour and Students' Achievement in Learning English as a Foreign Language

Autor/in	Hasan, Diana C.
Titel	An Exploration of Interrelationships among Students' Foreign Language Anxiety, Their Perception on Teachers' Classroom Behaviour and Students' Achievement in Learning English as a Foreign Language
Quelle	(2013), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Second Language Learning; Anxiety; Student Attitudes; Teacher Behavior; Academic Achievement; English (Second Language); Correlation; Likert Scales; Measures (Individuals); Teaching Styles; High School Students; Adolescents; Teacher Student Relationship; Expectation; Classroom Communication; Indonesia; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Angst; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Likert-Skala; Messdaten; Lehrstil; Unterrichtsstil; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teacher student relationships; Lehrer-Schüler-Beziehung; Expectancy; Erwartung; Klassengespräch; Indonesien
Abstract	This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and non-International Standard School (Non-ISS). The students completed the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and Student-reported Teacher Style Scale (TSS) by Watt and Richardson (see Spearman, and Watt, 2013); teacher completed Teacher Style Scale (TSS). The result indicated that students who perceived their teacher positively exhibited low anxiety and showed better achievement. Teachers perceived themselves to be more structured, have better relatedness and clearer expectations than their students perceived. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01