The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis

Botes, E. and Dewaele, Jean-Marc and Greiff, S. (2020) The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis. Journal for the Psychology of Language Learning 2 , pp. 26-56. ISSN 2642-7001.

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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