Foreign Language Speaking Anxiety and its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender
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Aug 31, 2023
Abstract
This research study aimed to explore the speaking anxiety of Turkish learners of English as a foreign language (EFL) and its relation to EFL speaking self-efficacy, fear of negative evaluation (FNE), self-perceived English speaking proficiency, and gender. 293 (132 females, 161 males) university-level EFL students completed the EFL speaking anxiety scale, EFL speaking self-efficacy scale, and FNE scale. Four main findings were obtained as a result of the statistical analyses: (i) students’ speaking anxiety had a negative relationship with both self-perceived oral English proficiency and speaking self-efficacy, (ii) a positive relationship was determined between FNE and speaking anxiety, (iii) EFL speaking anxiety was found to be lower in boys than in girls, and (iv) speaking self-efficacy, FNE, and self-perceived oral proficiency were identified as meaningful predictors of students’ EFL speaking anxiety. In light of these findings, the study offers some pedagogical implications.
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Keywords
EFL Speaking Anxiety, Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency, Gender
References
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78:155-168. DOI: https://doi.org/10.2307/329005
Anaydubalu, C. C. (2010). Self-efficacy, anxiety, and performance in the English language among middle school students in English language program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences, 5(3):193-198.
Aral, N., & Arli, N. (2019). Structural equation modeling analysis of mediator role of fear of negative evaluation in foreign language anxiety. International Journal of Social Inquiry, 12(1):29-39.
Aydin, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. Unpublished doctoral dissertation. Anadolu University, Turkey.
Aydin, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 421-444.
Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Cetin, B., Dogan, T., & Sapmaz, F. (2010). The Turkish adaptation of brief fear of negative evaluation scale: The validity and reliability study. Education and Science, 35(156):205-216.
Cubukcu, F. (2008). A study on the correlation between self-efficacy and foreign language learning anxiety. Journal of Theory and Practice in Education, 4(1):148-158.
Daubney, M, Dewaele, J. M., & Gkonou, C. (2017). Preliminary thoughts on language anxiety and the focus of this anthology. In M.
Daubney, J. M. Dewaele, & C. Gkonou (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 1-7). Multilingual Matters.
Dewaele, J. M. (2007). Predicting language learners' grades in the L1, L2, L3 and L4: The effect of some psychological and sociocognitive variables. International Journal of Multilingualism, 4(3):169-197. DOI: https://doi.org/10.2167/ijm080.0
Dewaele, J. M. (2012). Personality: personality traits as independent and dependent variables. In S, Mercer, S, Ryan, & M, Williams (Eds.), Psychology for language learning (pp.42-57). Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137032829_4
Dewaele, J. M., & Al-Saraj, T. (2015). Foreign language classroom anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables. Studies in Second Language Learning and Teaching, 5(2):205-228.
Dewaele, J. M., & Shan Ip, T. (2013). The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners. Studies in Second Language Learning and Teaching, 3(1):47-66.
Dewaele, J. M., Petrides, K. V., & Furnham, A. (2008). Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4):911-960. DOI: https://doi.org/10.1111/j.1467-9922.2008.00482.x
Gass, S. M., Behney, J., & Plonsky, L. (2013) Second language acquisition: An introductory course (4th ed.). Routledge.
Gkonou, C. (2014). The sociolinguistic parameters of L2 speaking anxiety. In M. Pawlak, J. Bielak, A. Mystkowska-Wiertelak (Eds.), Classroom-oriented research: Achievements and challenges (pp.15-32). Springer, Heidelberg.
Gursoy, E., & Karaca, N. (2018). The effect of speaking anxiety on speaking self-efficacy of children in a FLL context. International Journal of Language Academy, 6(3):194-210.
Hanci Yanar, B., & Bumen, N. T. (2012). Developing a self-efficacy scale for English. Kastamonu Education Journal, 20(1):97-110.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2):125-132. DOI: https://doi.org/10.2307/327317
Horwitz, E. K., Tallon, M., & Luo, H. (2010). Foreign language anxiety. In J. Cassady (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 95-115). Peter Lang Publishing.
Hu, X., Zhang, X., & McGeown, S. (2021). Foreign language anxiety and achievement: A study of primary school students learning English in China. LanguageTeaching Research. DOI: https://doi.org/10.1177/13621688211032332
Jee, M. J. (2019). Foreign language anxiety and self-efficacy: Intermediate Korean as a foreign language learners. Language Research, 431-456.
Jiang, Y., & Dewaele, J. M. (2020). The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students. System, 89, 102207. DOI: https://doi.org/10.1016/j.system.2020.102207
Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4):549-566. DOI: https://doi.org/10.1111/0026-7902.00125
Kitikanan, P., & Sasimonton, P. (2017). The Relationship between English self-efficacy and English learning achievement of L2 Thai learners. LEARN Journal: Language Education and Acquisition Research Network, 10(1):149-164.
Leary, M. R. (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9(3):371-375. DOI: https://doi.org/10.1177/0146167283093007
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1):71-86. DOI: https://doi.org/10.1111/j.1540-4781.2008.00687.x
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52:537-564. DOI: https://doi.org/10.1111/1467-9922.00226
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2):283-305. DOI: https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In S. Mercer, S, Ryan, & M. Williams (Eds.), Psychology for language learning (pp.103-118). Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137032829_8
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self‐ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2):265-287. DOI: https://doi.org/10.1111/0023-8333.81997008
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39:202-214. DOI: https://doi.org/10.1016/j.system.2011.04.002
Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1):21-36. DOI: https://doi.org/10.1016/j.system.2003.08.002
Mede, E., & Karairmak, O. (2017). The predictor roles of speaking anxiety and English self-efficacy on foreign language speaking anxiety. Journal of Teacher Education and Educators, 6(1):117-131.
Mercer, S., Ryan, S., & Williams, M. (Eds.). (2012). Psychology for language learning: Insights from research, theory and practice. Palgrave Macmillan.
Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3):417-442. DOI: https://doi.org/10.1111/j.1467-9922.2007.00421.x
Ozer, O., & Akcayoglu, D. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2):357-372.
Ozturk, G. (2012). Foreign language speaking anxiety and learner motivation: A case study at a Turkish state university. Master's thesis, Middle East Technical University.
Pawlak, M. (2017). Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction, In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 19-40). John Benjamins.
Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it? Unpublished Master’s Thesis, METU, Ankara.
Shao, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety. The Modern Language Journal, 97(4):917-929. DOI: https://doi.org/10.1111/j.1540-4781.2013.12042.x
Shih, H. J. (2019). L2 anxiety, self-regulatory strategies, self-efficacy, intended effort and academic achievement: A structural equation modeling approach. International Education Studies, 12(3):24-35.
Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia-Social and Behavioral Sciences, 93:1860-1868. DOI: https://doi.org/10.1016/j.sbspro.2013.10.131
Tahsildar, N., & Kabiri, A. (2019). The relationshıp between Afghanistan EFL students’ academic self-efficacy and English language speaking anxiety. Academy Journal of Educational Sciences, 3(2):190-202.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2):363-387. DOI: https://doi.org/10.1017/S0272263118000311
Tercan, G., & Dikilitas, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal, 4(1):16-27.
Tianjian, W. (2010). Speaking anxiety: More of a function of personality than language achievement. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(5):95-109.
Wang, C., Kim, D. H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44:24-33. DOI: https://doi.org/10.1016/j.system.2014.01.015
Wang, X., Liu, Y. L., Ying, B., & Lin, J. (2021). The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Current Psychology, 1-11. DOI: https://doi.org/10.1007/s12144-021-02008-8
Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, 33(4):448-457. DOI: https://doi.org/10.1037/h0027806
Anaydubalu, C. C. (2010). Self-efficacy, anxiety, and performance in the English language among middle school students in English language program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences, 5(3):193-198.
Aral, N., & Arli, N. (2019). Structural equation modeling analysis of mediator role of fear of negative evaluation in foreign language anxiety. International Journal of Social Inquiry, 12(1):29-39.
Aydin, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. Unpublished doctoral dissertation. Anadolu University, Turkey.
Aydin, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 421-444.
Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Cetin, B., Dogan, T., & Sapmaz, F. (2010). The Turkish adaptation of brief fear of negative evaluation scale: The validity and reliability study. Education and Science, 35(156):205-216.
Cubukcu, F. (2008). A study on the correlation between self-efficacy and foreign language learning anxiety. Journal of Theory and Practice in Education, 4(1):148-158.
Daubney, M, Dewaele, J. M., & Gkonou, C. (2017). Preliminary thoughts on language anxiety and the focus of this anthology. In M.
Daubney, J. M. Dewaele, & C. Gkonou (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 1-7). Multilingual Matters.
Dewaele, J. M. (2007). Predicting language learners' grades in the L1, L2, L3 and L4: The effect of some psychological and sociocognitive variables. International Journal of Multilingualism, 4(3):169-197. DOI: https://doi.org/10.2167/ijm080.0
Dewaele, J. M. (2012). Personality: personality traits as independent and dependent variables. In S, Mercer, S, Ryan, & M, Williams (Eds.), Psychology for language learning (pp.42-57). Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137032829_4
Dewaele, J. M., & Al-Saraj, T. (2015). Foreign language classroom anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables. Studies in Second Language Learning and Teaching, 5(2):205-228.
Dewaele, J. M., & Shan Ip, T. (2013). The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners. Studies in Second Language Learning and Teaching, 3(1):47-66.
Dewaele, J. M., Petrides, K. V., & Furnham, A. (2008). Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4):911-960. DOI: https://doi.org/10.1111/j.1467-9922.2008.00482.x
Gass, S. M., Behney, J., & Plonsky, L. (2013) Second language acquisition: An introductory course (4th ed.). Routledge.
Gkonou, C. (2014). The sociolinguistic parameters of L2 speaking anxiety. In M. Pawlak, J. Bielak, A. Mystkowska-Wiertelak (Eds.), Classroom-oriented research: Achievements and challenges (pp.15-32). Springer, Heidelberg.
Gursoy, E., & Karaca, N. (2018). The effect of speaking anxiety on speaking self-efficacy of children in a FLL context. International Journal of Language Academy, 6(3):194-210.
Hanci Yanar, B., & Bumen, N. T. (2012). Developing a self-efficacy scale for English. Kastamonu Education Journal, 20(1):97-110.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2):125-132. DOI: https://doi.org/10.2307/327317
Horwitz, E. K., Tallon, M., & Luo, H. (2010). Foreign language anxiety. In J. Cassady (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 95-115). Peter Lang Publishing.
Hu, X., Zhang, X., & McGeown, S. (2021). Foreign language anxiety and achievement: A study of primary school students learning English in China. LanguageTeaching Research. DOI: https://doi.org/10.1177/13621688211032332
Jee, M. J. (2019). Foreign language anxiety and self-efficacy: Intermediate Korean as a foreign language learners. Language Research, 431-456.
Jiang, Y., & Dewaele, J. M. (2020). The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students. System, 89, 102207. DOI: https://doi.org/10.1016/j.system.2020.102207
Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4):549-566. DOI: https://doi.org/10.1111/0026-7902.00125
Kitikanan, P., & Sasimonton, P. (2017). The Relationship between English self-efficacy and English learning achievement of L2 Thai learners. LEARN Journal: Language Education and Acquisition Research Network, 10(1):149-164.
Leary, M. R. (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9(3):371-375. DOI: https://doi.org/10.1177/0146167283093007
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1):71-86. DOI: https://doi.org/10.1111/j.1540-4781.2008.00687.x
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52:537-564. DOI: https://doi.org/10.1111/1467-9922.00226
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2):283-305. DOI: https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In S. Mercer, S, Ryan, & M. Williams (Eds.), Psychology for language learning (pp.103-118). Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137032829_8
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self‐ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2):265-287. DOI: https://doi.org/10.1111/0023-8333.81997008
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39:202-214. DOI: https://doi.org/10.1016/j.system.2011.04.002
Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1):21-36. DOI: https://doi.org/10.1016/j.system.2003.08.002
Mede, E., & Karairmak, O. (2017). The predictor roles of speaking anxiety and English self-efficacy on foreign language speaking anxiety. Journal of Teacher Education and Educators, 6(1):117-131.
Mercer, S., Ryan, S., & Williams, M. (Eds.). (2012). Psychology for language learning: Insights from research, theory and practice. Palgrave Macmillan.
Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3):417-442. DOI: https://doi.org/10.1111/j.1467-9922.2007.00421.x
Ozer, O., & Akcayoglu, D. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2):357-372.
Ozturk, G. (2012). Foreign language speaking anxiety and learner motivation: A case study at a Turkish state university. Master's thesis, Middle East Technical University.
Pawlak, M. (2017). Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction, In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 19-40). John Benjamins.
Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it? Unpublished Master’s Thesis, METU, Ankara.
Shao, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety. The Modern Language Journal, 97(4):917-929. DOI: https://doi.org/10.1111/j.1540-4781.2013.12042.x
Shih, H. J. (2019). L2 anxiety, self-regulatory strategies, self-efficacy, intended effort and academic achievement: A structural equation modeling approach. International Education Studies, 12(3):24-35.
Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia-Social and Behavioral Sciences, 93:1860-1868. DOI: https://doi.org/10.1016/j.sbspro.2013.10.131
Tahsildar, N., & Kabiri, A. (2019). The relationshıp between Afghanistan EFL students’ academic self-efficacy and English language speaking anxiety. Academy Journal of Educational Sciences, 3(2):190-202.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2):363-387. DOI: https://doi.org/10.1017/S0272263118000311
Tercan, G., & Dikilitas, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal, 4(1):16-27.
Tianjian, W. (2010). Speaking anxiety: More of a function of personality than language achievement. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(5):95-109.
Wang, C., Kim, D. H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44:24-33. DOI: https://doi.org/10.1016/j.system.2014.01.015
Wang, X., Liu, Y. L., Ying, B., & Lin, J. (2021). The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Current Psychology, 1-11. DOI: https://doi.org/10.1007/s12144-021-02008-8
Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, 33(4):448-457. DOI: https://doi.org/10.1037/h0027806
How to Cite
Okyar, H. (2023). Foreign Language Speaking Anxiety and its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender. Science Insights Education Frontiers, 17(2), 2715–2731. https://doi.org/10.15354/sief.23.or388
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