Investigating foreign language learning anxiety: A case of Saudi undergraduate EFL learners

Bu çalışma King Khalid Üniversitesi'nde (KKU) öğretim faaliyetlerine devam eden Suudi öğrencilerin yabancı dil eğitimde yaşadıkları kaygı düzeyi ve kaynaklarını irdelemektedir. Bu çalışma aynı zamanda dil kaygı düzeyleri ve dil seviyeleri arasındaki farklılıkları araştırmayı amaç edinmiştir. Bu amaçla bu çalışmaya farklı dil seviyelerinde bulunan 97 ikinci sınıf öğrencisi alınmıştır. Araştırmada kullanılan ölçek Horwitz, Horwitz, & Cope (1986) tarafından geliştirilen yabancı dil sınıf kaygı ölçeği kullanılmıştır. Elde edilen veriler, sosyal bilimler için istatiksel analizde kullanılan SPSS 17.0 versiyonu kullanılarak analiz edilmiştir. Çalışmadan elde edilen sonuçlar öğrencilerin orta düzeyde kaygı yaşadıklarını göstermektedir. Öğrenciler, iletişim kaygısı, İngilizce sınıfında yaşadıkları endişeler olumsuz değerlendirme korkusu ve sınav kaygısı gibi farklı kaygılar yaşadıklarını belirtmişlerdir. Çalışmadan elde edilen bir başka sonuç ise öğrencilerin kaygı düzeyleri ile dil seviyeleri arasında istatiksel açıdan herhangi bir anlamlı fark bulunmadığıdır. Çalışmanın sonuçları baz alındığında sınıf atmosferinin güdüleyici ve öğrenciler cesaretlendirici bir şekilde olması gerektiği önerilmektedir. Bu süreçte en önemli paydaşlardan biri olan öğretmenlere kaygıya neden olan durumlar ile ilgili daha dikkatli ve özenli olmaları tavsiye edilmektedir

Yabancı dil öğrenme kaygısının incelenmesi: Suudi lisans öğrencileri örneği

This study investigates the level and sources of foreign language learning anxiety experienced by Saudi students studying at King Khalid University (KKU). It also aims to examine the differences between the level of language anxiety and the students' study level. For this purpose, 97 English majored students from different levels were purposively chosen to participate in this study. The research instrument used in this study was Foreign Language Classroom Anxiety Scales (FLCAS) developed by Horwitz, Horwitz, & Cope (1986). The collected data were analyzed using the Statistical Package for Social Sciences (SPSS) version 17.0. The results obtained from this study revealed a moderate level of anxiety as reported by the students. The students experienced different sources of language anxiety such as communication apprehension, anxiety of English classes, fear of negative evaluation, and test anxiety. Also, no statistically significant differences were found between the students' level of anxiety and their level of study. The results of this study suggest that the classroom atmosphere should be motivating and encouraging. Teachers are recommended to deal with anxiety-provoking situations carefully as they are the most involved part in this process. © 2015 JLLS and the Authors - Published by JLLS

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