The effect of positive orientation and perceived social support on foreign language classroom anxiety
By Yingying Jin, Jean–Marc Dewaele. System (Linköping), 2018
127 citations recorded by the source corpus.
Abstract The present study reports on the effect of learners’ positive orientation, perceived teacher and student emotional support on their foreign language classroom anxiety. One hundred and forty-four Chinese L1 second-year university-level participants filled out the Positivity Scale, the Foreign Language Classroom Anxiety Scale, and the Teacher/Student Emotional Support Scale. Hierarchical regression analyses revealed that positive orientation was a significant negative predictor of FL anxiety. The relationship between perceived student support and anxiety ceased to be significant as positive orientation entered the model. Perceived teacher support did not significantly predict FL classroom anxiety at each step of the analysis. The results are discussed in line with previous findings as well as their practical implications for foreign language teaching and learning in Chinese universities.
Subfields: Language and Linguistics, Social Psychology
View Paper: https://www.semanticscholar.org/paper/5cce5d0d6f89be252e5adbc557ac03143ed13807
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
- Lawrence Jun Zhang
- Jean–Marc Dewaele
- Kazuya Saito
- Yinxing Jin
- A. Magdalena
- Chengchen Li
- Luke Plonsky
- Xian Zhang
In Social Psychology
- Lawrence Jun Zhang
- Yinxing Jin
- Kazuya Saito
- A. Magdalena
- Jean–Marc Dewaele
- Chengchen Li
- P. Macintyre
Citations in the corpus
- The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “Similarly, Jin and Dewaele (2018) found that teacher emotional support had no effect on adult Chinese EFL learners’ FLCA but that high levels of learners’ positive orientation combined with strong emotional support from peers were linked to significantly lower levels of FLCA.”
- The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018, background): “Therefore, group dynamics matters among students for their psychological well-being indexed by higher enjoyment and lower anxiety (Jin and Dewaele 2018), stronger learning motivations, and better learning outcomes.”