The Influence of Teachers' Anxiety-Reducing Strategies on Learners' Foreign Language Anxiety

Autor/in	Alrabai, Fakieh
Titel	The Influence of Teachers' Anxiety-Reducing Strategies on Learners' Foreign Language Anxiety
Quelle	In: Innovation in Language Learning and Teaching, 9 (2015) 2, S.163-190 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2014.890203
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; Anxiety; Communication (Thought Transfer); Statistical Analysis; Quasiexperimental Design; Foreign Countries; English (Second Language); Educational Strategies; Classroom Observation Techniques; Negative Attitudes; Control Groups; Experimental Groups; Intervention; Correlation; Behavior Change; Teacher Behavior; Teaching Methods; Saudi Arabia; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Angst; Communication; thought; Kommunikation; Gedanke; Statistische Analyse; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrstrategie; Negative Fixierung; Korrelation; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Saudi-Arabien
Abstract	This quasi-experimental study investigated the effects on learner anxiety of anxiety-reducing strategies utilized by English as a foreign language (EFL) teachers in Saudi Arabia. The study was conducted in two stages. In the first stage, sources of foreign language (FL) anxiety for Saudi learners of English (N = 596) were identified using The Foreign Language Classroom Anxiety Scale (FLCAS). In the second stage, 465 learners were divided almost equally into two groups (experimental vs. control) and 12 teachers were recruited. Anxiety-reducing strategies were implemented exclusively in the treatment group for approximately eight weeks. These strategies targeted the sources of FL anxiety identified at the first stage of the study like fear of negative evaluation, communication apprehension, and the negative attitudes toward English language class. At the second stage, a classroom observation scale was used to evaluate teacher's anxiety-reducing practices. FLCAS was used to assess learners' FL anxiety levels before and after treatment. Statistical analyses (e.g. ANOVA and ANCOVA) were used to evaluate the study findings. These findings revealed that the intervention led to significantly decreased levels of FL anxiety for learners in the experimental group compared with increased levels of anxiety for those in the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01