Implicit and Explicit Learning of Languages.

Test Anxiety in Japanese-Language Class Oral Examinations

English language anxiety (ELA) is a prevalent phenomenon in language education. It is one of the most commonly investigated non-linguistic variables in studies of language learning. Accordingly, numerous studies have paid great attention to the factors leading to FLA.As instruments of ELA have not been subjected to a rigorous test of item response theory (IRT), this study conducted such analysis using the Rasch rating scale model. ELAS scale developed using classical testing theory (CTT), which consists of 32 items measuring four sub-scales (listening, speaking, reading and writing anxiety), was analysed using IRT. WINSTEPS software and SPSS version 26 were used to examine the psychometric properties, sex differential item functioning (DIF) and Rasch analysis of the ELAS in the Egyptian context. A total of 604 participants were recruited for data collection.The main findings indicated that the scale yielded a good approximation of Rasch assumptions and appears to be a valid and reliable tool. DIF was computed using the Mantel-Haenszel (MH) method and Welch's t-test, which indicated that no sex bias was detected for any item of the ELAS.This paper presents a promising ELA instrument characterized by adequate validity, reliability and objectivity in addition to potential for precise use in comparison between males and females because it is invariant across sex. 

/pdf/rasch-analysis-and-differential-item-functioning-of-english-v7r7e1uz.pdf

Rasch analysis and differential item functioning of English language anxiety scale (ELAS) across sex in Egyptian context

The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.

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Quantitative Analysis of the Foreign Language Anxiety: Chinese and Pakistani Postgraduates in Focus

Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university learners. The participants of this study were recruited from public sector university in Lahore, Pakistan and were non-English majors (N=8) and aged between (20-26). The collected data was analyzed by employing content analysis technique. The findings indicated that speaking anxiety can originate from students’ own self-perceptions related to thinking process, cognition and linguistic issues such as vocabulary, grammar, pronunciation, unfamiliarity with topics, genre, psychological and affective factors like anxiety, anxious and introvert personality, low self-esteem, lack of confidence, pre-university language experience, time pressure, fear of negative evaluation, instructors’ remarks; socio-cultural factors like lack of comprehensible input and exposure to TL, gender, and role of parents, geographical background, social status and were detected as speaking anxiety inducing factors. This study ventures to contribute to the existing literature on foreign language speaking anxiety among Pakistani EFL university learners. Thus, it can be practically implied from the above-mentioned factors that maximum exposure to English is of great importance and when learning process is mediated by more knowledgeable others and a person or a learner is scaffolded in the company of more knowledgeable others (parents or teachers) he gets the targeted results. Furthermore, friendly classroom environment can be very effective in overcoming speaking disorders and anxiety. The findings of this qualitative research have practical implications for second and foreign language EFL learning.

/pdf/detecting-perceived-barriers-in-flsa-the-socio-3vjl0ljn2r.pdf

Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners.

The learners of English language frequently convey the feeling of anxiety, nervousness and edginess. The realization of EFL (English as a Foreign language), ESL (English as a Second language) or TL (target language) anxiety among university postgraduates is essential. Once understood, the factors causing anxiety, nervousness and jumpiness can be mitigated and desired aims and goals of communicating in EFL and ESL can be attained. This study sets out to examine the English language anxiety or Xenoglossophobia among Chinese postgraduates.  The participants were selected from department of foreign languages of two well-reputed Chinese universities in Wuhan. Besides, students’ three demographic variables have been used to investigate the English language anxiety i.e. age, gender and time span or years spent in learning English language. Apart from that, three pivotal features of FL or SL, namely communication apprehension (CA), fear of negative evaluation (FNA) and  general  feeling  of  anxiety (GFA)  derived  from  Foreign  Language  Classroom  Anxiety  scale (FLCAS) devised by Horwitz were also a part of this investigation which was modified to English Language  Anxiety Scale (ELAS) as the focal point of this investigation is on L2 or EL. The quantitative research technique was employed for collecting data from 116 Chinese postgraduates majoring in English, both male and female whose ages vary from 20 to 26. The results obtained were analyzed utilizing diverse statistical analysis i.e. Pearson correlation, descriptive statistics, and Multiple Regression. The findings revealed that Chinese learners of English majors experience moderate level of anxiety and no significant correlation was found between English language anxiety and demographic factors. Eventually, Chinese postgraduates were found experiencing mainly “GFA” through Multiple Regression analysis in English as a foreign language.

An Investigation of Xenoglossophobia among Chinese Postgraduates

/pdf/towards-investigation-of-instructional-hiccups-of-elt-xud7vn12dx.pdf

Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroom

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Papers

Quantitative Analysis of the Foreign Language Anxiety: Chinese and Pakistani Postgraduates in Focus

Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners.

An Investigation of Xenoglossophobia among Chinese Postgraduates

Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroom