Anxiety in reading and listening English as a foreign language in Chinese undergraduate students

Bonnie Wing-Yin CHOW, Hey Tou CHIU, Wai Lap Simpson WONG

Research output: Contribution to journalArticle

2 Citations (Scopus)

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. Copyright © 2017 The Author(s).
Original languageEnglish
Pages (from-to)719-738
JournalLanguage Teaching Research
Volume22
Issue number6
Early online dateApr 2017
DOIs
Publication statusPublished - Nov 2018

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foreign language
anxiety
learning strategy
student
learning motivation
performance
learning performance
Undergraduate
English as a Foreign Language
Anxiety
mediation
English language
Foreign Language Anxiety
regression
questionnaire
Learning Strategies
Affective
learning

Bibliographical note

Chow, B. W.-Y., Chiu, H. T., & Wong, S. W. L. (2018). Anxiety in reading and listening English as a foreign language in Chinese undergraduate students. Language Teaching Research, 22(6), 719-738. doi: 10.1177/1362168817702159

Keywords

  • Learning strategies
  • English as a foreign language
  • Language anxiety
  • Language learning motivation
  • Language performance