Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale

• Main Author: Sell, Jared Benjamin
• Format: Others
• Published: BYU ScholarsArchive 2017
• Subjects: anxiety; FLCAS; ESL; communication apprehension; Linguistics
• Online Access: https://scholarsarchive.byu.edu/etd/6876; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7876&context=etd

Anxiety in the language classroom is an important issue because it affects student performance (Woodrow, 2006). The majority of research conducted has focused on anxiety or apprehension that language learners experience in a foreign language classroom, including students learning English as a foreign language (EFL) context. Only a few studies have been done, however, that address the needs of learners experiencing anxiety in an ESL setting. Data were gathered from 179 students attending a university sponsored intensive English program using a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope, 1986) and focus groups. Initial scores on the FLCAS were obtained via student survey responses. In addition to the survey results, students also identified additional factors affecting their anxiety in the ESL classrooms in the areas of student beliefs (Price, 1991) and communication with peers. Furthermore, statistically significant results were found when comparing the students' first language (L1) with the survey results. Different types and levels of anxiety were shown to occur for Spanish and Portuguese students as well as Chinese, Korean, and Japanese students. The data gathered from the focus groups and open-ended questions provided clarity too to the overall scores obtained on the FLCAS.