Show simple item record

AuthorEffiong, Okon
Available date2021-04-08T09:00:46Z
Publication Date2016
Publication NameTESOL Journal
ResourceScopus
ISSN10567941
URIhttp://dx.doi.org/10.1002/tesj.194
URIhttp://hdl.handle.net/10576/18119
AbstractThis study, which focuses on foreign language anxiety (FLA) experienced by Japanese learners of English in four universities, explores causative agents by looking into the classroom. The research questions aim to explore how FLA is influenced by classroom social factors. The study adopted qualitative data collection procedures, and the field work took place over a period of 4 months. Data were obtained from observing the classes and interviewing 24 student and four teacher participants (two nonnative English speakers and two native English speakers). The findings of this study show that Japanese EFL learners experience higher levels of FLA as a result of the teacher's age, friendliness, tone of voice, and self‐presentation, as evidenced in their dress code. Other FLA predictors for higher anxiety were peer gender, familiarity, laughter, and a quiet class. Language teachers should therefore dress and appear less formal in class to alleviate FLA.
Languageen
PublisherJohn Wiley and Sons Inc
SubjectWillingness to Communicate
Language Learning Strategies
Foreign Language Anxiety
TitleGetting Them Speaking: Classroom Social Factors and Foreign Language Anxiety
TypeArticle
Pagination132-161
Issue Number1
Volume Number7
dc.accessType Abstract Only


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record