EFL Learners' Foreign Language Learning Anxiety and Language Performance: A Meta-Analysis Study

Autor/in	Dikmen, Melih
Titel	EFL Learners' Foreign Language Learning Anxiety and Language Performance: A Meta-Analysis Study
Quelle	In: International Journal of Contemporary Educational Research, 8 (2021) 3, S.206-222 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dikmen, Melih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	English (Second Language); Second Language Learning; Test Anxiety; Language Skills; Classroom Environment; Second Language Instruction; Higher Education; Educational Research; Effect Size; Sample Size; Journal Articles; Theses; Performance Factors; Secondary Education; Correlation; Foreign Countries; Turkey; China; Iran; India; Indonesia; South Korea; Pakistan; Philippines; Poland; Saudi Arabia; Spain; Taiwan; Yemen + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Examination phobia; Testangst; Prüfungsangst; Language skill; Sprachkompetenz; Klassenklima; Unterrichtsklima; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; These; Leistungsindikator; Sekundarbereich; Korrelation; Ausland; Türkei; Indien; Indonesien; Korea; Republik; Philippinen; Polen; Saudi-Arabien; Spanien; Jemen
Abstract	The relationship between foreign language anxiety (FLA) and English as a foreign language (EFL) learners' performance is constantly being examined through experimental and theoretical studies. The aim of this study is to examine the association between FLA and EFL performance through meta-analysis. As a result of an extensive literature review, 69 studies from fourteen countries (N= 23.150) were identified as eligible to be included in the analysis process. The overall correlation between FLA and EFL performance was calculated as - 0.61. In terms of moderator variables, the results revealed that while grade level and country in which studies were conducted did not have an effect on the association between FLA and EFL performance, type of anxiety was found to have a moderator effect. It was observed that listening, test, speaking, reading, and writing anxiety affected EFL learning performance respectively from the most to the least. Finally, publication year and sample size were found to have a significant effect on the association between FLA and EFL performance through meta-regression analysis. Based on the findings, it is concluded that in order to increase EFL learners' performances, their foreign language anxiety should be decreased. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01