Semantic Scholar Open Access 2020 261 sitasi

The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis

E. Botes Jean–Marc Dewaele Samuel Greiff

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Abstrak

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14,128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12,585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.

Topik & Kata Kunci

Psychology

Penulis (3)

E. Botes

Jean–Marc Dewaele

Samuel Greiff

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Botes, E., Dewaele, J., Greiff, S. (2020). The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis. https://doi.org/10.52598/JPLL/2/1/3

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Lihat di Sumber doi.org/10.52598/JPLL/2/1/3

Informasi Jurnal

Tahun Terbit: 2020
Bahasa: en
Total Sitasi: 261×
Sumber Database: Semantic Scholar
DOI: 10.52598/JPLL/2/1/3
Akses: Open Access ✓