Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language
Abstract
Abstract: This article investigates the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced. Participants completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and a background questionnaire. Results showed that language anxiety actually differed across proficiency levels. In the present study, advanced learners showed higher levels of anxiety than beginning and intermediate learners. In addition, there was an interrelation between language anxiety and course achievement. However, students with high levels of anxiety did not necessarily exhibit lower course achievement in comparison to students with low levels of language anxiety, as concluded in previous studies. Furthermore, there was a medium level of language anxiety among most participants, with no significant effect on course achievement.
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For years, the domain of educational research was obsessed with investigating negative emotions such as anxiety and burnout in the instructional context.
“For years, the domain of educational research was obsessed with investigating negative emotions such as emotions such as anxiety (Marcos-Llinás and Garau, 2009) and burnout (Vaezi and Fallah, 2011) in the instructional context.”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Marcos-Llinás and Garau, 2009
This change urged language researchers and practitioners worldwide to switch their focus from studying negative emotions to investigating both negative and positive factors involved in L2 teaching and learning.
“This change urged language researchers and practitioners worldwide to switch their focus from studying negative emotions such as anxiety (Marcos-Llinás and Garau, 2009), boredom (Pawlak et al., 2020), and burnout (Vaezi and Fallah, 2011), to the investigation of both negative and positive factors involved in the process of L2 teaching and learning (Chaffee et al., 2014; Dewaele and MacIntyre, 2014”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Marcos-Llinás and Garau, 2009
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References 77 · Cited by 242
- Authors
- Marcos‐Llinás, M., & Garau, M. J.
- Venue
- Foreign Language Annals
- Publisher
- Wiley
- Published
- 2009-03
- Volume
- 42
- Issue
- 1
- Pages
- 94-111
- ISSN
- 0015-718X (ISSN-L)
- 1944-9720
- OpenAlex
- W2109717075
- Cited by
- 242
- References
- 77
- Citations by year
- 2026: 9 · 2025: 16 · 2024: 20 · 2023: 25 · 2022: 26 · 2021: 18 · 2020: 16 · 2019: 10 · 2018: 15 · 2017: 14 · 2016: 13 · 2015: 15 · 2014: 17 · 2013: 12 · 2012: 5
- FWCI
- 42.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Foreign Language Annals (publishedVersion)
- Funders
- Universitat de les Illes Balears
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- language anxiety, Spanish as a foreign language, course achievement, Foreign Language Classroom Anxiety Scale
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