Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills

By R. Sparks, L. Ganschow. 2007

179 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/561c83855bb05e7ae93f037ccf17413ef502294d

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables (2015, background): “…proficiency in the FL and self-reported course grades are usually found to be the strongest predictors of FLA or FLCA (Arnaiz & Guillén, 2012; Horwitz, 2001; Liu, 2006; Liu & Chen, 2013; MacIntyre & Gardner, 1994; Shao, Yu & Ji, 2013; Sparks & Ganschow, 2007; Thompson & Lee, 2013, 2014).”
A Review of Horwitz, Horwitz and Cope's Theory of Foreign Language Anxiety and the Challenges to the Theory (2011, background): “In addition, Sparks and Ganschow (1991, 1996, 2007) have questioned the validity of the FLCAS and claimed that it measures language skills rather than anxiety levels.”
Anxiety and EFL: does multilingualism matter? (2013, background): “Although several studies have concluded that FLA is a result of insufficient language abilities, including those in the L1 (eg, Sparks and Ganschow 1991 , 2007 ; Sparks, Ganschow, and Javorsky 2000 ), MacIntyre and Gardner ( 1994 ) showed otherwise.”
An exploration of speaking-in-class anxiety with Chinese ESL learners (2011, background): “However, the elements of causation between them are not clear (MacIntyre, 1995; Sparks and Ganschow, 2007).”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, background): “The items of the FLCAS are not without criticism, as Sparks and Ganschow (2007) noted that, “items seem to be tapping students’ perceptions and attitudes about language as well as their feelings about anxiety” (p. 261).”
Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning (2017, background): “Results of the recent research indicated that anxiety was often reported to be an important cause for decreased learning motivation, interference with the learning process, and poor performance (Elkhafaifi, 2005; Pappamihiel, 2002; Sparks & Ganschow, 2007).”
Foreign language anxiety of students studying English Language and Literature: A Sample from Turkey (2016, background): “…can occur if students are exposed to several negative experiences in a foreign language context (Chen and Chang, 2004; Sparks et al., 2000; Hewitt and Stephenson, 2012; Horwitz et al., 1986; Horwitz et al., 2010; MacIntyre and Gardner, 1991; MacIntyre, 1999; Saadi, 2009; Sparks and Ganschow, 2007).”
Second Language Anxiety and Distance Language Learning (2009, background): “…language learning (e.g., P. Bailey, Onwuegbuzie, & Daley, 2000; Chen & Chang, 2004; Horwitz, 2001; MacIntyre & Gardner, 1991; Phillips, 1992; Sparks & Ganschow, 2007; Young, 1999a).1 These negative correlations have lent support to anxiety-reducing teaching methods, such as the Natural…”
Foreign language anxiety levels in Second Life oral interaction (2016, methodology): “Following Sparks and Ganschow (2007), scores higher than two thirds standard deviations above the FLA mean3 were classified as high FLA; scores between +0.67 and −0.67 (two thirds) standard deviations were classified as average FLA and those scoring more than two thirds standard deviations below…”
Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, methodology): “In a more recent study, Sparks and Ganschow (2007) found that anxiety for language learning measured by the FLCAS in ninth grade was negatively correlated with students’ L1 oral and literacy skills as early as first grade several years prior to the time they began L2 instruction.”
Effects of Language Anxiety on Three Proficiency‐Level Courses of Spanish as a Foreign Language (2009, background): “Furthermore, new studies should consider L1 as well as foreign language skills to examine their relationship with language anxiety as suggested by Sparks and Ganschow (2007).”