Page 278 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 278
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
by past negative experiences, for instance. Regardless of the multiplicity of
causes of FLA, this research shows that anxiety reactions (manifestations)
can be classified into thoughts, feelings, and behaviours. The above classi-
fication is different from the one presented by Horowitz et al. (1986), who
perceives three dimensions in the FLA concept (communication apprehen-
sion, test anxiety and fear from negative evaluation). Unlike Horowitz et
al. (1986), in this paper, anxiety in a classroom situation is viewed as a psy-
chological construct that has its manifestation rather than an association
with causes such as fear of negative evaluation or attachment to a particu-
lar situation such as anxiety test. Factor analysis results suggest that FLA is
a one-dimensional rather than a multidimensional concept, as claimed by
Horwitz et al. However, it should be kept in mind that the analysis in this
paper was conducted on a compact sample of students. Therefore, the fol-
lowing analyzes must confirm the un-dimensionality of the FLA on a larg-
er sample and by applying confirmatory factor analysis (CFA). The analy-
sis showed that the most eminent problem with learning English in school
conditions is that students speak the language in front of their peers. This
is also set out by the results of Koch and Terrell’s (1991) study, which shows
that most students experienced the greatest anxiety when communicat-
ing in front of others. Von Wörde (2003) also discusses this phenomenon,
explaining that negative classroom experiences have a great influence on
learning a foreign language, due most students feel anxious when speaking
in a classroom situation, fearing the opinions of peers as well as teachers.
That’s why students say that one way to reduce anxiety must come from a
teacher who has to be sensitive and recognize anxiety and then work on the
relationship teacher - pupils and between pupils themselves. Students state
that the reason for anxiety is not only related to the problem of speaking in
front of peers but also in poor knowledge of a foreign language. Therefore,
the problem can be solved if students learn more and thus become more
confident in themselves and their foreign language skills. There are also
opinions that anxiety is not related to either the school situation or poor
knowledge of a foreign language, but rather that it is a problem of students’
personality. It should be bear in mind that most authors have defined FLA
as state anxiety and not trait anxiety (Brown, 2000) and that even studies
have shown that trait anxiety has no predictive value in second language
achievement (MacIntyre and Gardner 1991). The study showed that FLA
was presented at students’ oral performance since 65% of students have got
high-levelled anxiety during speaking a foreign language. Also, the nega-
278
by past negative experiences, for instance. Regardless of the multiplicity of
causes of FLA, this research shows that anxiety reactions (manifestations)
can be classified into thoughts, feelings, and behaviours. The above classi-
fication is different from the one presented by Horowitz et al. (1986), who
perceives three dimensions in the FLA concept (communication apprehen-
sion, test anxiety and fear from negative evaluation). Unlike Horowitz et
al. (1986), in this paper, anxiety in a classroom situation is viewed as a psy-
chological construct that has its manifestation rather than an association
with causes such as fear of negative evaluation or attachment to a particu-
lar situation such as anxiety test. Factor analysis results suggest that FLA is
a one-dimensional rather than a multidimensional concept, as claimed by
Horwitz et al. However, it should be kept in mind that the analysis in this
paper was conducted on a compact sample of students. Therefore, the fol-
lowing analyzes must confirm the un-dimensionality of the FLA on a larg-
er sample and by applying confirmatory factor analysis (CFA). The analy-
sis showed that the most eminent problem with learning English in school
conditions is that students speak the language in front of their peers. This
is also set out by the results of Koch and Terrell’s (1991) study, which shows
that most students experienced the greatest anxiety when communicat-
ing in front of others. Von Wörde (2003) also discusses this phenomenon,
explaining that negative classroom experiences have a great influence on
learning a foreign language, due most students feel anxious when speaking
in a classroom situation, fearing the opinions of peers as well as teachers.
That’s why students say that one way to reduce anxiety must come from a
teacher who has to be sensitive and recognize anxiety and then work on the
relationship teacher - pupils and between pupils themselves. Students state
that the reason for anxiety is not only related to the problem of speaking in
front of peers but also in poor knowledge of a foreign language. Therefore,
the problem can be solved if students learn more and thus become more
confident in themselves and their foreign language skills. There are also
opinions that anxiety is not related to either the school situation or poor
knowledge of a foreign language, but rather that it is a problem of students’
personality. It should be bear in mind that most authors have defined FLA
as state anxiety and not trait anxiety (Brown, 2000) and that even studies
have shown that trait anxiety has no predictive value in second language
achievement (MacIntyre and Gardner 1991). The study showed that FLA
was presented at students’ oral performance since 65% of students have got
high-levelled anxiety during speaking a foreign language. Also, the nega-
278
