Significant Predictors of Second Language Anxiety among Chinese University Students

Autor/inn/en	Yu, Wen Hsuan; Thompson, Eustace G.
Titel	Significant Predictors of Second Language Anxiety among Chinese University Students
Quelle	In: Journal for Leadership and Instruction, 20 (2021) 1, S.14-18 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-6032
Schlagwörter	Predictor Variables; Second Language Learning; English (Second Language); Anxiety; Classroom Communication; Measures (Individuals); Graduate Students; Undergraduate Students; Foreign Students; Asians; Student Motivation; Language Attitudes; Self Efficacy; Native Language Instruction; New York; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Prädiktor; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Angst; Klassengespräch; Messdaten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Asian; Asiat; Asiatin; Asiaten; Asiate; Schulische Motivation; Sprachverhalten; Self-efficacy; Selbstwirksamkeit; Native language education; Muttersprachlicher Unterricht
Abstract	Second language anxiety is an emotional reaction that diminishes second language learners' academic performance. Researchers have identified cognitive and affective factors as contributors to students' classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to investigate the effects of native language learning history, second language learning attitude, intrinsic/extrinsic motivation, and self-efficacy on students' second language classroom anxiety. Multiple regression results indicated that the affective factors, self-efficacy and attitudes about learning the target language, were significant predictors of students' English communication apprehension in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01