Managing foreign language classroom anxiety among French undergraduate students: pedagogical implications and perspectives Online publication date: Fri, 31-Mar-2023
by Arber Shtembari; Marigel Garcia Lozano; Peter Forte
International Journal of Management and Decision Making (IJMDM), Vol. 22, No. 2, 2023
Abstract: This study focuses on the effects of explicit teaching on the language anxiety of students in the School of Modern Languages at the University of Poitiers during an English 'oral expression' course. It presents the results of action research hypothesising a link between applied pedagogical methods and the reduction of this type of anxiety. Based on the work of Horwitz et al. (1986) around clarifying language learning anxiety reviewed by Zhao (2007), the research was carried out with first-year students, using mixed methods (a questionnaire, classroom observations, semi-structured interviews). This enabled us to measure the levels of language anxiety the students experienced in class at two different points (n = 20 for T1; n = 23 for T2). The questionnaire asks students about four factors (F1 apprehension of communication in English; F2 test anxiety; F3 fear of negative evaluation; F4 + F5 English classroom anxiety).
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