SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM

By Y. Teimouri, Julia Goetze, Luke Plonsky. Studies in Second Language Acquisition, 2019

254 citations recorded by the source corpus.

Second language (L2) anxiety has been the object of constant empirical and theoretical attention for several decades. As a matter of both theoretical and practical interest, much of the research in this domain has examined the relationship between anxiety and L2 achievement. The present study meta-analyzes this body of research. Following a comprehensive search, a sample of 97 reports were identi ﬁ ed, contributing a total of 105 independent samples ( N 5 19,933) from 23 countries. In the aggregate, the 216 effect sizes (i.e., correlations) reported in the primary studies yielded a mean of r 5 2 .36 for the relationship between L2 anxiety and language achievement. Moderator analyses revealed effects sizes to vary across different types of language achievement measures, educational levels, target languages, and anxiety types. Overall, this study provides ﬁ rm evidence for both the negative role of L2 anxiety in L2 learning and the moderating effects of a number of (non)linguistic variables. We discuss the ﬁ ndings in the context of theoretical and practical concerns, and we provide direction for future research.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/dca9a179dfc692cf0fc27d837b6fbfac474133ff

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Citations in the corpus

Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “In three recent meta-analyses by Botes, Dewaele, and Grei ﬀ (2020), Teimouri, Goetze, and Plonsky (2019) and Zhang (2019), the results show a consistent moderate negative correlation between foreign language anxiety and FL performance ( r = − .39, r = − .36, and r = − .34 respectively).”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, methodology): “The negative impact of anxiety on L2 writing achievement has been documented in the field (for a meta-analysis, see Teimouri et al., 2019).”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, methodology): “It should be noted that a meta-analysis was recently conducted by Teimouri, Goetze, and Plonsky (2019) on second language anxiety and achievement, which found an overall effect size of r = -.36 (k = 105; N = 19 933) between FLCA and academic achievement.”