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The development of a short-form foreign language enjoyment scale
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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Abstract:
Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14128 in a random effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12585). The results of this meta analysis confirm the negative association between FLCA and academic achievement in foreign language courses.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/32376/1/BotesDewaeleGreiff2020.pdf https://www.iapll.com/jpll2-botes-dewaele-greiff https://eprints.bbk.ac.uk/id/eprint/32376/
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The power to improve: effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning
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