The Impact of Gender on Foreign Language Speaking Anxiety and Motivation
By Gökhan Öztürk, Nurdan Gürbüz. 2013
183 citations recorded by the source corpus.
Abstract This study investigates the effect of gender on foreign language speaking anxiety and learner motivation. 225 female and 158 male pre-intermediate students participated in the study. Two questionnaires were administered to the participants, and randomly selected 19 students were also interviewed. According to the results of the quantitative data, female students demonstrated a higher level of foreign language learning motivation than male students. The results also showed that the female students get more anxious than the male students while speaking in English in classroom. The results of the qualitative data showed parallelism with the quantitative results.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/982cf456053c396fc2f0c77118d3b872bb4b4fe9
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Speaking anxiety among Turkish EFL learners: The case at a state university (2014, background): “Research on the relationship between foreign language learning and affective variables generally focuses on a number of personality factors such as self-esteem, risk-taking, extroversion, motivation and anxiety (Öztürk & Gürbüz, 2013).”
- Speaking Anxiety in English Conversation Classrooms among Thai Students. (2016, unknown): “…communication performance, later researchers have also examined the role of anxiety in speaking (e.g. Woodrow, 2006; Liu, 2007; Inthakanok, 2009-2011; Subaşi, 2010; Mak, 2011; Heng, Abdullah, & Yusof, 2012; Agudo, 2013; Öztürk & Gürbüz, 2013; Zhiping & Paramasivam, 2013; Öztürk & Gürbüz, 2014).”