Anxiety in Reading and Listening English as a Foreign Language in Chinese Undergraduate Students

Autor/inn/en	Chow, Bonnie Wing-Yin; Chiu, Hey Tou; Wong, Simpson W. L.
Titel	Anxiety in Reading and Listening English as a Foreign Language in Chinese Undergraduate Students
Quelle	In: Language Teaching Research, 22 (2018) 6, S.719-738 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817702159
Schlagwörter	Foreign Countries; Undergraduate Students; English (Second Language); Anxiety; Reading Skills; Listening Skills; Student Behavior; Learning Strategies; Learning Motivation; Performance; Measures (Individuals); Second Language Learning; Comprehension; Hong Kong; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Angst; Reading skill; Lesefertigkeit; Student behaviour; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Achievement; Leistung; Messdaten; Zweitsprachenerwerb; Verstehen; Verständnis; Hongkong
Abstract	This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students' FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates' EFL anxiety in specific domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01