An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety

By Meihua Liu, Jane Jackson. 2008

816 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3ff8701a8487f20fcace7549dccf2b167abd089c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Jean–Marc Dewaele
2. P. Macintyre
3. Nasser Fallah
4. Samuel Greiff
5. E. Botes
6. M. Alfawzan
7. Wenhong Huang
8. Maiko Ikeda

In Social Psychology

1. Jean–Marc Dewaele
2. Wenhong Huang
3. P. Macintyre
4. Kriangkrai Yaikhong
5. Barley S. Y. Mak
6. Siriluck Usaha
7. Zhengdong Gan
8. Li Zhou

Citations in the corpus

• ANXIETY OF SPEAKING ENGLISH IN CLASS AMONG INTERNATIONAL STUDENTS IN A MALAYSIAN UNIVERSITY (2013, background): “Liu and Jackson (2008)’s study of the unwillingness to communicate and anxiety of Chinese learners of English as a foreign language (EFL) in English language classrooms revealed that (a) most of the students were willing to participate in interpersonal conversations, but many of them did not like…”
• A Review of Horwitz, Horwitz and Cope's Theory of Foreign Language Anxiety and the Challenges to the Theory (2011, background): “…studied by theorists or by researchers under laboratory on induced-anxiety conditions, but a reality for many students (e.g., Casado & Dereshiwsky, 2001; Coryell & Clark, 2009; Kostić-Bobanović, 2009; Liu, 2006; Liu & Jackson, 2008; MacIntyre & Gardner, 1994a; Tallon, 2009; Von Wörde, 2003).”
• Speaking anxiety among Turkish EFL learners: The case at a state university (2014, background): “In their large scale research study that is carried out on 547 Chinese EFL students, Liu and Jackson (2008) concluded that students experience anxiety in speaking and foreign language anxiety is a powerful predictor for unwillingness to communicate in foreign language classes.”
• An Exploration of Foreign Language Anxiety and English Learning Motivation (2011, methodology): “This, as discussed in [8, 43], might be attributed to the fact that these learners had been learning English for more than six years suppose they started to learn the language in junior high school or even longer since the primary school or even kindergarten, although the language was seldom used in”
• The Effects of Foreign Language Anxiety and Test Anxiety on Foreign Language Test Performance (2014, background): “More recently, Liu and Jackson (2008) investigated the unwillingness to communicate and anxiety of Chinese learners of English as a foreign language.”
• Foreign Language Anxiety: A Systematic Review (2019, background): “Liu and Jackson (2008) stress fear of making mistakes, teachers’ correction of learners’ errors, and speaking in front of their teachers or peers are crucial causes of foreign language anxiety as well.”
• The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, background): “Differing factor structures underlying FLCA have been found in validation studies, with some shorter measures proposing a unidimensional structure (Dewaele & MacIntyre, 2014) and other a multidimensional structure (Aida, 1994; Liu & Jackson, 2008; Tóth, 2008).”
• Does the effect of enjoyment outweigh that of anxiety in foreign language performance (2018, background): “The present study provided further confirmation of the negative relationship between anxiety and FL achievement (Horwitz, 2010; Krashen, 1982; Liu & Jackson, 2008; MacIntyre, 1999, 2017; MacIntyre & Gardner, 1994; Tran, 2012).”
• The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “Furthermore, most of the research on Chinese English as a foreign language (EFL) learners’ FLA and WTC has been conducted in FL classroom contexts (Jiang and Dewaele, 2019; Li, Jiang, and Dewaele, 2018; Liu, 2006, 2018; Liu and Jackson, 2008).”
• A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability. (2012, methodology): “To analyze levels of anxiety using the FLCAS, Liu and Jackson (2008) suggested to multiply the point of the 33 item five-point Likert scale giving only a value of 5 (Strongly Agree), and then subtracting from the total multiplied scores from the total items of the scale (36).”
• Reticence in Chinese EFL Students at Varied Proficiency Levels. (2009, background): “In this article we report on one phase of a larger investigation of student reticence and anxiety in both oral English classroom-learning and testing situations in a key comprehensive university in Beijing (Liu, 2006a, 2006b, 2007; Liu & Jackson, 2007, 2008).”
• An exploration of speaking-in-class anxiety with Chinese ESL learners (2011, background): “…speaker is both teacher and assessor, making it difficult to specify whether the speaking-in-class anxiety is aroused by test anxiety as suggested by Horwitz et al. (1986) and Liu and Jackson (2008) or feeling uncomfortable speaking with native speakers of English as suggested in the present study.”