Jin, Y.X. and Dewaele, Jean-Marc (2018) The effect of positive orientation and perceived social support on foreign language classroom anxiety. System 74 , pp. 149-157. ISSN 0346-251X.
|
Text
25519.pdf - Author's Accepted Manuscript Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (449kB) | Preview |
Abstract
The present study reports on the effect of learners’ positive orientation, perceived teacher and student emotional support on their foreign language classroom anxiety. One hundred and forty-four Chinese L1 second-year university-level participants filled out the Positivity Scale, the Foreign Language Classroom Anxiety Scale, and the Teacher/Student Emotional Support Scale. Hierarchical regression analyses revealed that positive orientation was a significant negative predictor of FL anxiety. The relationship between perceived student support and anxiety ceased to be significant as positive orientation entered the model. Perceived teacher support did not significantly predict FL classroom anxiety at each step of the analysis. The results are discussed in line with previous findings as well as their practical implications for foreign language teaching and learning in Chinese universities.
Metadata
| Item Type: | Article |
|---|---|
| Keyword(s) / Subject(s): | English, Chinese L1 university students, Positive orientation, Perceived social support, Foreign language classroom anxiety |
| School: | Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication |
| Depositing User: | Administrator |
| Date Deposited: | 13 Dec 2018 17:00 |
| Last Modified: | 09 Aug 2023 12:45 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/25519 |
Statistics
Additional statistics are available via IRStats2.
Archive Staff Only (login required)
