Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts
: This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Kore...
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| Vydáno v: | Foreign language annals Ročník 42; číslo 1; s. 138 - 157 |
|---|---|
| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Malden, USA
Blackwell Publishing Inc
01.03.2009
John Wiley & Sons, Inc American Council on the Teaching of Foreign Languages |
| Témata: | |
| ISSN: | 0015-718X, 1944-9720 |
| On-line přístup: | Získat plný text |
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| Abstract | : This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation. |
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| AbstractList | [...] there has been some effort to specify how this classroom anxiety works in foreign language learning situations. Since foreign language classroom anxiety is multidimensional and interacts with other elements such as motivation, instructors should look for different ways to reduce, overcome, and deal with the debilitating effects of anxiety. This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation. This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated-measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation. (Contains 2 figures, 4 tables and 2 notes.) This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated-measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation. Adapted from the source document : This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation. |
| Audience | Higher Education |
| Author | Kim, Sung-Yeon |
| Author_xml | – sequence: 1 givenname: Sung-Yeon surname: Kim fullname: Kim, Sung-Yeon organization: Hanyang University, Seoul, Korea |
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| Snippet | : This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a... This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a... [...] there has been some effort to specify how this classroom anxiety works in foreign language learning situations. Since foreign language classroom anxiety... |
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| Title | Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts |
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