Anxiety-Related Emotions of University Students When Using English as a Foreign Language in Class: Comparing Health and Educational Sciences
In the realm of education, particularly in the domain of second language acquisition, understanding the intricate interplay between emotions and learn.
- Pub. date: October 15, 2024
- Online Pub. date: June 03, 2024
- Pages: 1627-1645
- 148 Downloads
- 374 Views
- 0 Citations
In the realm of education, particularly in the domain of second language acquisition, understanding the intricate interplay between emotions and learning processes is a challenging endeavor. This research aims to explore the importance of studying anxiety-related emotions in the learning and teaching of English as a foreign language by conducting a study based on a quantitative methodology. To that end, a 33-item instrument was given to a total of 231 (n=231) university students who learn and use English in class in diverse degrees in the social and health sciences. The results obtained shed light on the negative emotions that students report during their English classes, such as fear, shame, nervousness, or feelings of judgement. However, not all the emotions are negative, since students also feel relaxed and interested. This study offers a new perspective on this topic since it compares different disciplines, underscoring the need to detect trends in different areas and therefore tailor pedagogy to different student profiles and degree programs.
anxious emotions discipline comparison educational sciences english as a foreign language health sciences university students
Keywords: Anxious emotions, discipline comparison, educational sciences, English as a foreign language, health sciences, university students.
References
Arnold, J. (2020). Affective factors and language learning. In M. Simons & T. F. H. Smits (Eds.), Language education and emotions: Research into emotions and language learners, language teachers and educational processes (pp. 18-33). Routledge. https://doi.org/10.4324/9781003019497-2
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1-10). Cambridge University Press.
Botes, E., Dewaele, J.-M., & Greiff, S. (2020). The foreign language classroom anxiety scale and academic achievement: An overview of the prevailing literature and meta-analysis. Journal for the Psychology of Language Learning, 2(1), 26-56. https://doi.org/10.52598/jpll/2/1/3
Brown, L. V. (2007). Psychology of motivation. Nova Publishers.
Camilleri Grima, A. (2021). Implementing plurilingualism in the foreign language classroom. Lingue Antiche e Modern, 10, 239-258. https://doi.org/10.4424/lam102021-9
Cavalheiro, L., Guerra, L., & Pereira, R. (Eds.). (2021). The handbook to English as a lingua franca practices for inclusive multilingual classrooms. Húmus. https://bit.ly/3yDLiIW
Cenoz, J., & Gorter, D. (Eds.). (2015). Multilingual education: Between language learning and translanguaging. Cambridge University Press.
Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. https://bit.ly/3R9bYYK
Cubo Delgado, S. (2019). La investigación experimental [The experimental research]. In S. Cubo Delgado, B. Martín Marín & J. L. Ramos Sánchez (Eds.), Métodos de Investigación y Análisis de Datos en Ciencias Sociales y de la Salud (5th ed., pp. 235-328). Pirámide.
De Vleeschauwer, J. (2023). An investigation of the relationship among Thai EFL learners’ writing performance, self-efficacy, and anxiety. European Journal of English Language Studies, 3(1), 23-36. https://doi.org/10.12973/ejels.3.1.23
Dewaele, J.-M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dooly, M. (2018). Introduction to the KONECT teaching materials. In E. S. Moore de Luca (Ed.), Teaching in and for plurilingualism in the 21st century (pp. 1-2). KONECT.
Dudley-Evans, T., & St John, M. J. (2016). Developments in ESP: A multi-disciplinary approach. Cambridge University Press.
Fielden, L. V., & Rico, M. (2017). Culture and motivation in English for hospitality students: Why integrative motivation may be essential. LFE. Revista de Lenguas para Fines Específicos, 23(2), 334-358.
Fielden Burns, L. V., & Manchado Nieto, C. (2024). ICTs for language learning anxiety in pre-service teachers: Looking forward to the next generation of early childhood educators. Manuscript submitted for publication.
https://doi.org/10.20420/rlfe.2017.349
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Macmillan. https://doi.org/10.1057/9781137385765_4
Guerra, L., & Bayyurt, Y. (2019). A review of research on the influence of English as a Lingua Franca on English Language Teaching. In G. Yangin Eksi, L. Guerra, D. Werbinska & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 363-384). University of Evora.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications, Inc.
MacIntyre, P., & Gregersen, T. (2012a). Affect: The role of language anxiety and other emotions in language learning. In S. Mercer, S. Ryan & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 103-118). Macmillan UK. https://doi.org/10.1057/9781137032829_8
MacIntyre, P., & Gregersen, T. (2012b). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213. https://doi.org/10.14746/ssllt.2012.2.2.4
Malokani, D. K. A. K., Kazi, S., Chandio, S. P., Mumtaz, S. N., Darazi, M. A., & Farooqui, N. S. (2023). The correlation between English language proficienciy and perceived career opportunities’. Empirical analysis. Remittances Review, 8(4), 4818-4827. https://t.ly/urTd-
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press. https://doi.org/10.1017/9781009024563
Moore de Luca, E. S. (2018). Language and superdiversity in 21st century schools. In E. S. Moore de Luca (Ed.), Teaching in and for plurilingualism in the 21st Century (pp. 6-8), KONECT.
Ortega Cebreros, A. M. (2003). Measuring language anxiety perceived by Spanish university students of English. Bells: Barcelona English Language and Literature Studies, 12, https://raco.cat/index.php/Bells/article/view/82928
Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign language anxiety: A systematic review. Arab World English Journal, 10(3), 309-317. https://dx.doi.org/10.24093/awej/vol10no3.21
Pan, C., & Zhang, X. (2023). A longitudinal study of foreign language anxiety and enjoyment. Language Teaching Research, 27(6), 1552-1575. https://doi.org/10.1177/1362168821993341
Payant, C., McDonough, K., Uludag, P., & Lindberg, R. (2019). Predicting integrated writing task performance: Source comprehension, prewriting, planning, and individual differences. Journal of English for Academic Purposes, 40, 87-97. https://doi.org/10.1016/j.jeap.2019.06.001
Reyes, C. L. N. (2022). Dealing with the learners’ language anxiety: A pedagogical inquiry. British Journal of Teacher Education and Pedagogy, 1(1), 47-53. https://doi.org/10.32996/bjtep.2022.1.1.5
Sottani, S. A., & Cossu, P. (2016). Developing plurilingual competence in the EFL classroom. Argentinian Journal of Applied Linguistics, 4(2), 48-54. https://t.ly/yS33a
Spanish Ministry of Education, Culture, and Sport. (2016). Estrategias para la internacionalización en las universidades españolas 2015-2020 [Strategy for internationalization in Spanish Universities 2015-2020]. https://t.ly/PeW7c
Toyama, M., & Yamazaki, Y. (2021). Classroom interventions and foreign language anxiety: A systematic review with narrative approach. Frontiers in Psychology, 12, Article 614184. https://doi.org/10.3389/fpsyg.2021.614184
Unidad Técnica de Evaluación y Calidad. (2024). Observatorio de Indicadores de la Universidad de Extremadura. Estadísticas e indicadores universitarios. Universidad de Extremadura. https://t.ly/tIT6R
Zhang, W. (2024). A survey on oral anxiety of English majors. International Journal of Education and Humanities, 12(1), 51-53. https://doi.org/10.54097/7n4tp250