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Changes of English Classroom Anxiety of Chinese graduate students and its impact on English test scores

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Document pages: 12 pages

Abstract: As an important affective factor in language learning, foreign language anxiety has been widely studied. However, few studies are aimed at graduate students, and there are no longitudinal studies to reveal the dynamic properties of Fla. Therefore, this quantitative study investigated the changes and effects of FLA on graduate students performance within 10 weeks. 324 graduate students from a famous university conducted pre-test and post-test 10 weeks ago (phase 1) and later (phase 2), and answered a set of questionnaires. The analysis of the data reveals three main findings: (1) at the end of this period, the respondents anxiety about English verbal communication and English classroom decreased significantly,nglish classroom performance, and other students’ performance. Their overall English language classroom anxiety was significantly lower as well, though they became significantly more worried about tests. (2) In both phases, anxiety was largely highly related to students’ performance in English speaking, listening, reading, and writing tests as well as the overall test performance, especially speaking test performance. Nevertheless, this correlation became weaker in phase 2. (3) In both phases, foreign language classroom anxiety and achievement anxiety powerfully predicted students’ English test performance, especially speaking test performance. These results show that FLA is an important issue even for postgraduate students, affecting their test performance to varying degrees over time. Based on these findings, implications and suggestions are discussed.

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