Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach

While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one – anxiety or achievement – influences the other. The present study, based on a cross-lagged panel analysis, ex...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Language teaching research : LTR Ročník 28; číslo 4; s. 1572 - 1593
Hlavní autori: Alamer, Abdullah, Lee, Jihyun
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London, England SAGE Publications 01.07.2024
Sage Publications Ltd
Predmet:
Academic achievement
Anxiety
High Achievement
Language acquisition
Language thought relationship
Low Achievement
Moderation
Motivation
Second language learning
Teachers
Time
self-determination theory (SDT)
L2 achievement
language anxiety
Cross-lagged panel analysis
L2 motivation
ISSN:1362-1688, 1477-0954
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one – anxiety or achievement – influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language anxiety and L2 achievement, each of which was measured at three times points across 17 weeks. The results supported the directional relationship from L2 achievement at Time 2 to language anxiety at Time 3 while the opposite directional relationship from language anxiety at Time 2 to L2 achievement at Time 3 was not supported. Thus, our results suggest that language achievement precedes anxiety and not the other way round. The moderation analysis further sheds light on the importance of the earlier L2 achievement in the development of anxiety later on, by understanding learners’ motivational profiles. That is, learners with high autonomous motivation and high achievement at Time 1 exhibited a further decrease in anxiety at Time 3. On the other hand, learners with high autonomous motivation but low achievement showed a higher level of anxiety at Time 3. Overall, the present study makes a noteworthy contribution to one of the most debatable issues in the field and concludes with some practical implications for L2 educators.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1362-1688
1477-0954
DOI:10.1177/13621688211033694