Foreign Language Enjoyment and Anxiety among The Northern Borders University EFL Students: Links to Gender and Majors

Alenezi, Saud Mohammed

doi:10.21608/jsrep.2020.86081

Foreign Language Enjoyment and Anxiety among The Northern Borders University EFL Students: Links to Gender and Majors

نوع المستند : بحوث فی مجال المناهج وطرق التدریس

المؤلف

Saud Mohammed Alenezi

Languages and translation Department College of Education and Arts Northern Border University

10.21608/jsrep.2020.86081

المستخلص

This study aims to investigate the differences between the level of academic anxiety (LAA) and the enjoyment of learning English as a foreign language (ELEFL) among the students of Northern Borders University. The data was collected using a survey questionnaire based on 5-likert scales administered to 163(93, male and 70, female) respondents. The analysis was carried out using Statistical Package for Social Science (SPSS) version 25 to determine the independent t-test between the scores of the variables. The statistical analyses revealed that there were no statistically significant differences in the level of academic anxiety and the enjoyment of learning English as a foreign language due to the gender variable. However, there were significant differences in the level of academic anxiety for the humanity colleges due to college variable. On the other hand, there was a significant difference in the level of enjoyment of the foreign language for scientific colleges due to the college variable. In addition to that, the results of this study revealed that there was a negative relationship between academic anxiety and the enjoyment of learning English as a foreign language. Finally, the results suggested that there were other reasons for academic anxiety and level of enjoyment of learning English as a foreign language, which included among others, poor background, lack of interest, and methods of learning English

الكلمات الرئيسية

الموضوعات الرئيسية

بحوث تربوية

المراجع

المراجع الأجنبية:

Balta, E. E. (2018). The relationships among writing skills, writing anxiety and metacognitive awareness. Journal of Education and Learning, 7(3), 233-241. ‏

Boudreau, C., MacIntyre, P., &Dewaele, J. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Second Language Learning and Teaching, 8(1), 149-170.

Brenda, H. &Tillson, L. (2010). Strategies to improve students’ presentation skill. Journal of Applied Topics in Business and Economics, 2(3), 1−6.

Creswell, J. W. (2012). Educational research. Planning, conducting, and evaluating quantitative and qualitative research (4^th edition). Boston: Pearson

De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & Van Mensel, L. (2018). Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter? Studies in Second Language Learning and Teaching, 8(1), 47-71.

Deb, S. & Walsh, K. (2010). Anxiety among High School Students in India: Comparisons across Gender, School Type, Social Strata and Perceptions of Quality Time with Parents. Australian Journal of Educational & Developmental Psychology, 10, 18-31.

Dewaele, J. &MacIntyre. P. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching 4 (2), 237–274.

Dewaele, J. &MacIntyre. P. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato &S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition Studies (pp. 263-286). London: Routledge.

Dewaele, J. M., & Al-Saraj, T. M. (2013). Foreign Language Anxiety: Some conceptual and methodological issues. Journal of Psychology, 68(3), 71-78. ‏

Dewaele, J., MacIntyre, P., Boudreau, C. &Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41–63.

Dewaele, J., Magdalena, A. & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment. The Modern Language Journal, 103(2), 412-427.

Dewey, D. P., Belnap, R. K., & Steffen, P. (2018). Anxiety: stress, foreign language classroom anxiety, and enjoyment during study abroad in Amman, Jordan. Annual Review of Applied Linguistics, 38, 140-161.

Gibbons, R. E., Xu, X., Villafañe, S. M. &Raker, J. R. (2018). Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry. Educational Psychology, 38(6), 838-856.

Hickey, G., & Kipping, C. (1996). A multi-stage approach to the coding of data from open-ended questions. Nurse researcher, 4(1), 81-91.

Hooda, M. &Saini, A. (2017). Academic anxiety: An overview. Educational Quest: An Int. J. of Education and Applied Social Science, 8(3), 807-810

Huberty, T. (2012). Test and performance anxiety. Principal Leadership, 10(1), 12-16.

Jiang, Y. &Dewaele, J. (2019). How unique is the Foreign Language Classroom Enjoyment and Anxiety of Chinese EFL Learners? System, 82, 13-25. doi: 10. 1016/j. system. 2019. 02. 017.

Khajavy, G., MacIntyre, P. &Barabadi, E. (2018). Role of the emotions and classroom environment in Willingness to Communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624.

Khemka, N. O., &Rathod, R. R. (2016). A study of academic anxiety of secondary school students. TechnoLearn: An International Journal of Educational Technology, 6(1), 31-34. ‏

Kumar, D., Samantaray, S. R., Kamwa, I., &Sahoo, N. C. (2014). Reliability-constrained based optimal placement and sizing of multiple distributed generators in power distribution network using cat swarm optimization. Electric Power Components and Systems, 42(2), 149-164. ‏

Li, C., Dewaele, J. & Jiang, G. (2019). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review. DOI: https://doi. org/10. 1515/applirev-2018-0043.

MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11- 30). Bristol: Multilingual Matters

MacIntyre, P. D., &Gregersen, T. (2012). Emotions that facilitate language learning: The positive broadening power of the imagination. Studies in Second Language Learning and Teaching, 2, 193-213.

Manipuspika, Y. S. (2018). Correlation between anxiety and willingness to communicate in the Indonesian EFL Context. Arab World English Journal, 9 (2). DOI: https://dx. doi. org/10. 24093/awej/vol9no2. 14‏

Mattoo, N. &Nabi, R. (2012). A study on academic anxiety among adolescents (14-16 years). International Journal of Social Science Tomorrow, 1(3), 1-3.

McCarty, R. (2007). When Anxiety Causes Your Brain to Jam, use Your Heart. Institute of Heart Math. Boulder Creek: CA.

Patel, G. (2016). An Achievement Motivation and Academic Anxiety of School Going Students. Lunawada: RedShine Publishing.

Pavelescu, L. &Petric, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8(1), 73-101.

Pekrun, R. & Perry, R. (2014). Control-value theory of achievement emotions. In R. Pekrun& L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (p. 120–141). New York: Taylor & Francis Group.

Saito, K., Dewaele, J., Abe, M. &In’nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743.

Shahrouri, E. (2016). Sources of academic anxiety among undergraduate students contemporary study between private and government universities. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 7(2), 118-124.

Shakir, M. (2014). Academic anxiety as a correlate of academic achievement. Journal of Education and Practice, 5(10), 29-36.

Yatham, S., Sivathasan, S., Yoon, R., da Silva, T., Ravindran, A. V., & Levitt, S. E. (2017). Depression and Anxiety Disorders in Child and Adolescent Populations in Low and Middle Income Countries: A Review. Annals of Global Health, 1(83), 87.