Araştırma Makalesi
PDF Zotero Mendeley EndNote BibTex Kaynak Göster

Yıl 2021, Cilt 8, Sayı 3, 206 - 222, 03.09.2021
https://doi.org/10.33200/ijcer.908048

Öz

Kaynakça

  • (* shows the studies included in the meta-analysis.)
  • Aguila, K. B., & Harjanto, I. (2016). Foreign language anxiety and its impacts on students’ speaking competency. ANIMA Indonesian Psychological Journal, 32(1), 29-40. https://doi.org/10.24123/aipj.v32i1.582
  • *Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research, 17(69), 221-21. https://doi.org/10.14689/ejer.2017.69.12
  • *Ali, T. T., & Fei, W. F. (2016). Foreign language classroom anxiety among Iraqi students and its relation with gender and achievement. International Journal of Applied Linguistics and English Literature, 6(1), 305-310. https://doi.org/10.7575/aiac.ijalel.v.6n.1p.305
  • *Al-Khotaba, H. H., Alkhataba, E. H. A., Abdul-Hamid, S., & Ibrahim, B. (2020). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal (AWEJ), 10(4), 313-329. https://doi.org/10.24093/awej/vol10no4.23
  • Al-Saraj, T. M. (2014). Foreign language anxiety in female Arabs learning English: case studies. Innovation in Language Learning and Teaching, 8(3), 257-278, https://doi.org/10.1080/17501229.2013.837911
  • *Alshahrani, A. (2016). The level of anxiety on the achievement of the Saudi EFL learners. Arab World English Journal (AWEJ), 7(3), 65-76.
  • *Amiri, M., & Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students' Achievement on Examinations. Journal of Language Teaching and Research, 6(4), 855-865. https://doi.org/10.17507/jltr.0604.20
  • *Atasheneh, N., & Izadi, A. (2012). The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners. English Language Teaching, 5(3), 178-187. https://doi.org/10.5539/elt.v5n3p178
  • *Atef-Vahid, S., & Kashani, A. F. (2011). The effect of English learning anxiety on Iranian high-school students’ English language achievement. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 2(3), 29-44.
  • *Awan, R. N., Azher, M., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students achievement. Journal of College Teaching & Learning (TLC), 7(11), 33-40. https://doi.org/10.19030/tlc.v7i11.249
  • *Aydın, Y. (2016). Lise öğrencilerinin yabancı dil kaygısının farklı değişkenler açısından incelenmesi [The examination of high school students' foreign language anxiety in terms of different variables]. Unpublished Master Thesis, Ahi Evran University, Institute of Social Sciences, Kırşehir.
  • Aydın, S. (2008). An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners. Asian EFL Journal, 30(1), 421-444.
  • *Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754.
  • Batumlu, Z. D., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University, school of foreign languages preparatory students. Journal of Theory and Practice in Education 3(1), 24–38. doi:10.1177/13670069070110040301
  • *Birjandi, P., & Alemi, M. (2010). The impact of test anxiety on test performance among Iranian EFL learners. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 1(4), 44-58.
  • Borenstein, M., Cooper, H., Hedges, L., & Valentine, J. (2009). Effect sizes for continuous data. The Handbook of Research synthesis and Meta-Analysis, 2, 221-235.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2010). A basic introduction to fixed effect and random effect models for meta-analysis. Research Synthesis Methods, 1(1), 97-111. https://doi.org/10.1002/jrsm.12
  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2013). Introduction to meta-analysis. Trans. S. Dinçer). Ankara: Anı Publisher, 15-20.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS]. Ankara: Pegem Akademi Publisher
  • Can, E., & Can, C. I. (2014). Türkiye’de yabancı dil öğretiminde karşılaşılan sorunlar [Problems encountered in second foreign language teaching in Turkey]. Trakya Journal of Education, 4(2), 43-63.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press.
  • Cattell, R. B., & Scheier, I. H. (1961). The meaning and measurement of neuroticism and anxiety. New York: Ronald Press.
  • *Cheng, L., Klinger, D., Fox, J., Doe, C., Jin, Y., & Wu, J. (2014). Motivation and test anxiety in test performance across three testing contexts: The CAEL, CET, and GEPT. Tesol Quarterly, 48(2), 300-330. https://doi.org/10.1002/tesq.105
  • Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35 (6), 647-656, 10.1111/j.1944-9720.2002.tb01903.x
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
  • Chen, T. Y., & Chang, G. B. Y. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 279-28. https://doi.org/10.1111/j.1944-9720.2004.tb02200.x
  • Cohen, J. (1977). Statistical power analysis for the behavioral sciences, Rev. Ed. San Diego: Academic Press.
  • Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach. Los Angeles, CA: Sage.
  • *Cui, J. (2011). Research on high school students' English learning anxiety. Journal of Language Teaching & Research, 2(4)- 875,880.
  • Cüceloğlu, D.(2005). İnsan ve davranışı (Psikolojinin Temel Kavramları)[ Man and his behavior (Basic Concepts of Psychology)].. Istanbul, Remzi Bookstore
  • Çakıcı, D. (2016). The correlation among EFL learners' test anxiety, foreign language anxiety and language achievement. English Language Teaching, 9(8), 190-203.
  • *Demirdaş, Ö., & Bozdoğan, D. (2013). Foreign language anxiety and performance of language learners in preparatory classes. Turkish Journal of, 2(3), 4-13.
  • *Deniz, L., & Ilıcalı-Koca, F. U. (2018). Yabancı dil kaygısı: Marmara Üniversitesi Yabancı Diller Yüksekokulu hazırlık sınıfı öğrencileri üzerinde bir inceleme [Foreign language anxiety: An investigation on Marmara University school of foreign languages preparatory students]. International Journal of Languages' Education and Teaching, 6(1), 292-304.
  • Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 97, 670–684. https://doi.org/10.1111/j.1540-4781.2013.12036.x
  • Dewaele, J. M. (2017). Are perfectionists more anxious foreign language learners and users. New insights into language anxiety: Theory, research and educational implications, 70-90. DOI: https://doi.org/10.21832/9781783097722
  • Dewaele, J. M., & Ip, T. S. (2013). The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners. Studies in Second Language Learning and Teaching, 3, 47–66. https://doi.org/10.14746/ssllt.2013.3.1.3
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz [Applied meta-analysis in educational sciences]. Ankara: Pegem Akademi.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey, NJ: Lawrence Erlbaum. https://doi.org/10.1177/13621688070110040802
  • *Elmalı-Özsaray, A., & Eren, A. (2018). Achievement emotions, epistemic curiosity, and graded performance of undergraduate students in English preparatory classes. International Journal of Curriculum and Instructional Studies, 8(1), 39-58. https://doi.org/10.31704/ijocis.2018.003
  • *Ghorbandordinejad, F., & Ahmadabad, R. M. (2016). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistic research, 45(3), 739-752. https://doi.org/10.1007/s10936-015-9371-5
  • Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55–75. https://doi.org/10.1016/s0346-251x(99)00060-3
  • Gregersen, T. (2003). “To Err is Human: A Reminder to Teachers of Language-anxious Students.” Foreign Language Annals 36(1), 25–32. doi:10.1111/j.1944-9720.2003.tb01929.x.
  • *Hadinata, B. S. (2020). The effect of students’ anxiety on theır English achievement. Unpublished Master Thesis. State Institute of Islamic Studies Iain Ponorogo.
  • *Halder, U. K. (2018). English language anxiety and academic achievement. UGC Journal, 4, 138-147.
  • *Hamzavi, R., & Soodmand Afshar, H. (2014). Listening strategy use, test anxiety and test performance of intermediate and advanced Iranian EFL learners. Applied research on English language, 3(2), 101-116.
  • *Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips's MLJ study. The Modern Language Journal, 96(2), 170-189. https://doi.org/10.1111/j.1540-4781.2011.01174.x
  • Horwitz, E. K. (2000). It ain’t over ‘til it’s over: On foreign language anxiety, first language deficits, and the confounding of variables. Modern Language Journal, 84, 256–259. https://doi.org/10.1111/0026-7902.00067
  • Horwitz, E. K., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal. 70, 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126.
  • Hofmann, S. G., & Hinton, D. E. (2014). Cross-cultural aspects of anxiety disorders. Current Psychiatry Reports, 16(6), 450. doi:10.1007/s11920-014-0450-3.
  • *Huang, H. T. D. (2018). Modeling the relationships between anxieties and performance in second/foreign language speaking assessment. Learning and Individual Differences, 63, 44-56. https://doi.org/10.1016/j.lindif.2018.03.002
  • *Huang, H. T. D., & Hung, S. T. A. (2013). Comparing the effects of test anxiety on independent and integrated speaking test performance. Tesol Quarterly, 47(2), 244-269. https://doi.org/10.1002/tesq.69
  • *Jafarigohar, M. (2012). The Effect of Anxiety on Reading Comprehension Among Distance EFL Learners. International Education Studies, 5 (2), 159-174. https://doi.org/10.5539/ies.v5n2p159
  • *Javanbakht, N., & Hadian, M. (2014). The effects of test anxiety on learners’ reading test performance. Procedia-Social and Behavioral Sciences, 98, 775-783. https://doi.org/10.1016/j.sbspro.2014.03.481
  • *Kabigting, R., & Nanud, J. A. (2020). English language classroom anxiety and performance of senior high school learners. International Journal of Linguistics and Translation Studies, 1(2), 58-69. https://doi.org/10.36892/ijlts.v1i2.69
  • *Kamarulzaman, M. H., Ibrahim, N., Yunus, M. M., & Ishak, N. M. (2013). Language Anxiety among Gifted Learners in Malaysia. English Language Teaching, 6(3), 20-29. https://doi.org/10.5539/elt.v6n3p20
  • *Karagöl, İ., & Başbay, A. (2018). The relationship among attitude, anxiety and english speaking performance. Journal of Theoretical Educational Science, 11(4), 809-821.
  • *Lan, Y. J. (2010). A study of Taiwanese 7th graders’ foreign language anxiety, beliefs about language learning, ad its relationship with their English achievement. Unpublished Master thesis. Department of Applied English, College of Applied Languages, Ming Chuan University.
  • *Lian, L. H., & Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1), 67-79.
  • Lipsey, M. W., & Wilson, D. B. (2001). Applied social research methods series. Practical Meta-analysis. Thousand Oaks, CA, US: Sage Publications, Inc.
  • Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316. https://doi.org/10.1016/j.system.2006.04.004
  • *Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011. ID 493167, doi:10.1155/2011/493167
  • Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92 (1), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
  • *Liu, M., & Xiangming, L. (2019). Changes in and effects of anxiety on English test performance in Chinese postgraduate EFL Classrooms. Education Research International, 2019 ID 7213925. https://doi.org/10.1155/2019/7213925
  • *Lu, Z., & Liu, M. (2015). An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance. Studies in Second Language Learning and Teaching, 5(1), 65-85. doi: 10.14746/ssllt.2015.5.1.4
  • *Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research 2(6), 1298-1305. https://doi.org/10.4304/jltr.2.6.1298-1305
  • 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, UK: Multilingual Matters. https://doi.org/10.21832/9781783097722
  • Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39 (2), 202-214. https://doi.org/10.1016/j.system.2011.04.002
  • Melchor-Couto, S. (2017). Foreign language anxiety levels in second life oral interaction. ReCALL, 29(1), 99-119. https://doi.org/10.1017/s0958344016000185
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • *Oruç, E. (2020). İngilizce hazırlık programında yabancı dil kaygısının İngilizce başarısına etkisinde öğrenci katılımının rolü [The mediating role of student engagement on the relationship between foreign language anxiety and English language achievement in English language curriculum]. Unpublished doctoral dissertation. Eskişehir Osmangazi University Institute of Education Sciences.
  • Oxford, R. (2017). Anxious language learners can change their minds: Ideas and strategies from traditional psychology and positive psychology C. Gkonou, M. Daubney, J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications, Bristol: Multilingual Matters. https://doi.org/10.21832/9781783097722-011
  • Öner, N., & Kaymak, D. (1986). The Transliteral Equivalence and the Reliability of the Turkish TAI. In R. Schwarzer, H. V. Ploeg, & C. Spielberger, Advances in Test Anxiety Research (pp. 227-239). New Jersey: Swets and Zeitlinger
  • *Özkan, C. (2019). The relationship between students’ success and their level of foreign language anxiety and the primary sources of foreign language speaking anxiety. Çağ University Institute of Social Sciences.
  • Öztürk, T. (2003). Suggestions about reduced language anxiety caused by personal reasons. Unpublished Master thesis, Atatürk Ünivesitesi, Erzurum.
  • *Pyun, D. O., Kim, J. S., Cho, H. Y., & Lee, J. H. (2014). Impact of affective variables on Korean as a foreign language learners' oral achievement. System, 47, 53-63. https://doi.org/10.1016/j.system.2014.09.017
  • *Rastegar, M., & Karami, M. (2015). On the relationship between foreign language classroom anxiety, willingness to communicate and scholastic success among Iranian EFL learners. Theory and Practice in Language Studies, 5(11), 2387-2394. https://doi.org/10.17507/tpls.0511.25
  • *Razak, N. A., Yassin, A. A. &Maasum, T.N.R.T.M. (2017). Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students. English Language Teaching, 10(2), 73-85. https://doi.org/10.5539/elt.v10n2p73
  • *Rezaabadi, O. T. (2016). The relationships between social class, listening test anxiety and test scores. Advances in Language and Literary Studies, 7(5), 147-156. https://doi.org/10.7575/aiac.alls.v.7n.5p.147
  • Rost, M. (2011). Teaching and researching listening (2nd ed.). Harlow, UK: Pearson.
  • Rodríguez, M., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87, 365–374. https://doi.org/10.1111/1540-4781.00195
  • Sadık, F., & Nasırcı, H. (2019). Ortaöğretimde görev yapan öğretmenlerin sınıf yönetimi kaygı düzeylerinin incelenmesi [Investigation of classroom management anxiety levels of teachers working in high schools]. Scientific Educational Studies, 3(2), 109-131. DOI: 10.31798/ses.641051
  • *Salehi, M., & Marefat, F. (2014). The Effects of Foreign Language Anxiety and Test Anxiety on Foreign Language Test Performance. Theory & Practice in Language Studies, 4(5), 931-940. https://doi.org/10.4304/tpls.4.5.931-940
  • *Serraj, S., & Noordin, N. B. (2013). Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension. English Language Teaching, 6(5), 1-12. https://doi.org/10.5539/elt.v6n5p1
  • *Shao, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety. The Modern Language Journal, 97(4), 917-929. https://doi.org/10.1111/j.1540-4781.2013.12042.x
  • Sparks, R., Ganschow, L., & Javorsky, J. (2000) Déjà vu all over again: A response to Saito, Horwitz and Garza. The Modern Language Journal, 84(2), 251–255. https://doi.org/10.1111/0026-7902.00066
  • *Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300. https://doi.org/10.14746/ssllt.2011.1.2.7
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education.
  • *Tabrizi, A. R. N., & Ranjbar, M. (2017). The effect of IELTS listening strategy use on the reduction of IELTS listening test anxiety and on IELTS listening performance. Theory and Practice in Language Studies, 7(11), 1025-1036. https://doi.org/10.17507/tpls.0711.11
  • *Tanielian, A. R. (2017). Foreign language anxiety among first-year Saudi university students. The International Education Journal: Comparative Perspectives, 16(2), 98-112.
  • Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387. https://doi.org/10.1017/s0272263118000311
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1, 1-9.
  • *Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of private university in Palembang. International Journal of Education and Literacy Studies, 6(4), 35-39.
  • Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39–44.
  • *Tugan, S. E. (2015). The relationship among foreign language classroom anxiety, motivation and achievement of Turkish EFL students. Unpublished Master Thesis, Fatih University, Social Sciences Institute, Istanbul.
  • Tuncer, M., & Akmençe, A. E. (2018). The research of foreign language course anxiety within different sample and in terms of evolutionary. International Journal of Languages’ Education and Teaching, 6(1), 358-370. https://doi.org/10.18298/ijlet.2495
  • Tuncer, M., & Dikmen, M. (2017). The effect of cooperative learning on academic achievement: A meta-analysis on the relationship between the study group size and effect size. Journal of Human Sciences, 14(1), 473-485. https://doi.org/10.14687/jhs.v14i1.4314
  • *Tuncer, M., & Temur, M. (2017). Yabancı dil hazırlık eğitimi alan öğrencilerin yabancı dile yönelik kaygı ve başarıları arasındaki ilişkiler [Relations between foreign language anxiety and achievement of foreign language preparatory students]. Dicle University Journal of Ziya Gökalp Faculty of Education, (32), 905-912. https://doi.org/10.14582/duzgef.1869
  • *Valizadeh, M. R., & Alavinia, P. (2013). Listening comprehension performance viewed in the light of emotional intelligence and foreign language listening anxiety. English Language Teaching, 6(12), 11-26. https://doi.org/10.5539/elt.v6n12p11
  • Vandergrift, L. (2011). Second language listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, (Vol. 2, pp. 455– 471), New York, NY: Routledge. https://doi.org/10.4324/9780203836507.ch28
  • *Varasteh, H., Ghanizadeh, A., & Akbari, O. (2016). The role of task value, effort-regulation, and ambiguity tolerance in predicting EFL learners’ test anxiety, learning strategies, and language achievement. Psychological Studies, 61(1), 2-12. https://doi.org/10.1007/s12646-015-0351-5
  • Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360 - 363.
  • *Wang, Y., & Li, J. (2011, May). The interference of foreign language anxiety in the reading comprehension of agricultural engineering students. In 2011 International Conference on New Technology of Agricultural (pp. 660-663). IEEE. https://doi.org/10.1109/icae.2011.5943882
  • *Widiana, L. (2017). Foreign language anxiety, socioeconomic status and English learning achievement of the students at laboratory elementary school state University of Malang. Unpublihed Master Thesis, English Language Teaching, Department of English, Faculty of Letters, State University of Malang. https://doi.org/10.26634/jelt.8.4.15077
  • *Yang, Y. X. (2017). Test anxiety analysis of chinese college students in computer-based spoken English test. Educational Technology & Society, 20 (2), 63–73.
  • *Yanxia, Y. (2017). Test anxiety analysis of Chinese college students in computer-based spoken English test. Journal of Educational Technology & Society, 20(2), 63-73.
  • *Yoğurtçu, K., & Yoğurtçu, G. (2013). Effect of learning anxiety of foreign language as Turkish on academic achievement. Adiyaman University Journal of Social Sciences, 11, 1115-1158. https://doi.org/10.14520/adyusbd.420
  • Young, D. J. (1990) An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6): 539–553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
  • Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta‐analysis. The Modern Language Journal, 103(4), 763-781. https://doi.org/10.1111/modl.12590
  • Zheng, Y. (2010). Chinese university students’ motivation, anxiety, global awareness, linguistic confidence, and English test performance: A causal and correlational investigation. Unpublished Doctoral Thesis. Queen’s University, Kingston, Ontario, Canada
  • *Yurtseven, N., & Akpur, U. (2018). Perfectionism, Anxiety and Procrastination as Predictors of EFL Academic Achievement: A Mixed Methods Study. Novitas-ROYAL (Research on Youth and Language), 12(2), 96-115.
  • Yoshida, K. (2010). Coping with anxiety in the foreign language classroom: Japanese students on study-abroad language courses in the UK. The Journal of Language and Culture, 14, 59–80.

EFL Learners’ Foreign Language Learning Anxiety and Language Performance: A Meta-Analysis Study

Yıl 2021, Cilt 8, Sayı 3, 206 - 222, 03.09.2021
https://doi.org/10.33200/ijcer.908048

Öz

The relationship between foreign language anxiety (FLA) and English as a foreign language (EFL) learners’ performance is constantly being examined through experimental and theoretical studies. The aim of this study is to examine the association between FLA and EFL performance through meta-analysis. As a result of an extensive literature review, 69 studies from fourteen countries (N= 23.150) were identified as eligible to be included in the analysis process. The overall correlation between FLA and EFL performance was calculated as -.61. In terms of moderator variables, the results revealed that while grade level and country in which studies were conducted did not have an effect on the association between FLA and EFL performance, type of anxiety was found to have a moderator effect. It was observed that listening, test, speaking, reading, and writing anxiety affected EFL learning performance respectively from the most to the least. Finally, publication year and sample size were found to have a significant effect on the association between FLA and EFL performance through meta-regression analysis. Based on the findings, it is concluded that in order to increase EFL learners’ performances, their foreign language anxiety should be decreased. 

Kaynakça

  • (* shows the studies included in the meta-analysis.)
  • Aguila, K. B., & Harjanto, I. (2016). Foreign language anxiety and its impacts on students’ speaking competency. ANIMA Indonesian Psychological Journal, 32(1), 29-40. https://doi.org/10.24123/aipj.v32i1.582
  • *Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research, 17(69), 221-21. https://doi.org/10.14689/ejer.2017.69.12
  • *Ali, T. T., & Fei, W. F. (2016). Foreign language classroom anxiety among Iraqi students and its relation with gender and achievement. International Journal of Applied Linguistics and English Literature, 6(1), 305-310. https://doi.org/10.7575/aiac.ijalel.v.6n.1p.305
  • *Al-Khotaba, H. H., Alkhataba, E. H. A., Abdul-Hamid, S., & Ibrahim, B. (2020). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal (AWEJ), 10(4), 313-329. https://doi.org/10.24093/awej/vol10no4.23
  • Al-Saraj, T. M. (2014). Foreign language anxiety in female Arabs learning English: case studies. Innovation in Language Learning and Teaching, 8(3), 257-278, https://doi.org/10.1080/17501229.2013.837911
  • *Alshahrani, A. (2016). The level of anxiety on the achievement of the Saudi EFL learners. Arab World English Journal (AWEJ), 7(3), 65-76.
  • *Amiri, M., & Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students' Achievement on Examinations. Journal of Language Teaching and Research, 6(4), 855-865. https://doi.org/10.17507/jltr.0604.20
  • *Atasheneh, N., & Izadi, A. (2012). The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners. English Language Teaching, 5(3), 178-187. https://doi.org/10.5539/elt.v5n3p178
  • *Atef-Vahid, S., & Kashani, A. F. (2011). The effect of English learning anxiety on Iranian high-school students’ English language achievement. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 2(3), 29-44.
  • *Awan, R. N., Azher, M., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students achievement. Journal of College Teaching & Learning (TLC), 7(11), 33-40. https://doi.org/10.19030/tlc.v7i11.249
  • *Aydın, Y. (2016). Lise öğrencilerinin yabancı dil kaygısının farklı değişkenler açısından incelenmesi [The examination of high school students' foreign language anxiety in terms of different variables]. Unpublished Master Thesis, Ahi Evran University, Institute of Social Sciences, Kırşehir.
  • Aydın, S. (2008). An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners. Asian EFL Journal, 30(1), 421-444.
  • *Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754.
  • Batumlu, Z. D., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University, school of foreign languages preparatory students. Journal of Theory and Practice in Education 3(1), 24–38. doi:10.1177/13670069070110040301
  • *Birjandi, P., & Alemi, M. (2010). The impact of test anxiety on test performance among Iranian EFL learners. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 1(4), 44-58.
  • Borenstein, M., Cooper, H., Hedges, L., & Valentine, J. (2009). Effect sizes for continuous data. The Handbook of Research synthesis and Meta-Analysis, 2, 221-235.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2010). A basic introduction to fixed effect and random effect models for meta-analysis. Research Synthesis Methods, 1(1), 97-111. https://doi.org/10.1002/jrsm.12
  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2013). Introduction to meta-analysis. Trans. S. Dinçer). Ankara: Anı Publisher, 15-20.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS]. Ankara: Pegem Akademi Publisher
  • Can, E., & Can, C. I. (2014). Türkiye’de yabancı dil öğretiminde karşılaşılan sorunlar [Problems encountered in second foreign language teaching in Turkey]. Trakya Journal of Education, 4(2), 43-63.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press.
  • Cattell, R. B., & Scheier, I. H. (1961). The meaning and measurement of neuroticism and anxiety. New York: Ronald Press.
  • *Cheng, L., Klinger, D., Fox, J., Doe, C., Jin, Y., & Wu, J. (2014). Motivation and test anxiety in test performance across three testing contexts: The CAEL, CET, and GEPT. Tesol Quarterly, 48(2), 300-330. https://doi.org/10.1002/tesq.105
  • Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35 (6), 647-656, 10.1111/j.1944-9720.2002.tb01903.x
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
  • Chen, T. Y., & Chang, G. B. Y. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 279-28. https://doi.org/10.1111/j.1944-9720.2004.tb02200.x
  • Cohen, J. (1977). Statistical power analysis for the behavioral sciences, Rev. Ed. San Diego: Academic Press.
  • Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach. Los Angeles, CA: Sage.
  • *Cui, J. (2011). Research on high school students' English learning anxiety. Journal of Language Teaching & Research, 2(4)- 875,880.
  • Cüceloğlu, D.(2005). İnsan ve davranışı (Psikolojinin Temel Kavramları)[ Man and his behavior (Basic Concepts of Psychology)].. Istanbul, Remzi Bookstore
  • Çakıcı, D. (2016). The correlation among EFL learners' test anxiety, foreign language anxiety and language achievement. English Language Teaching, 9(8), 190-203.
  • *Demirdaş, Ö., & Bozdoğan, D. (2013). Foreign language anxiety and performance of language learners in preparatory classes. Turkish Journal of, 2(3), 4-13.
  • *Deniz, L., & Ilıcalı-Koca, F. U. (2018). Yabancı dil kaygısı: Marmara Üniversitesi Yabancı Diller Yüksekokulu hazırlık sınıfı öğrencileri üzerinde bir inceleme [Foreign language anxiety: An investigation on Marmara University school of foreign languages preparatory students]. International Journal of Languages' Education and Teaching, 6(1), 292-304.
  • Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 97, 670–684. https://doi.org/10.1111/j.1540-4781.2013.12036.x
  • Dewaele, J. M. (2017). Are perfectionists more anxious foreign language learners and users. New insights into language anxiety: Theory, research and educational implications, 70-90. DOI: https://doi.org/10.21832/9781783097722
  • Dewaele, J. M., & Ip, T. S. (2013). The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners. Studies in Second Language Learning and Teaching, 3, 47–66. https://doi.org/10.14746/ssllt.2013.3.1.3
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz [Applied meta-analysis in educational sciences]. Ankara: Pegem Akademi.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey, NJ: Lawrence Erlbaum. https://doi.org/10.1177/13621688070110040802
  • *Elmalı-Özsaray, A., & Eren, A. (2018). Achievement emotions, epistemic curiosity, and graded performance of undergraduate students in English preparatory classes. International Journal of Curriculum and Instructional Studies, 8(1), 39-58. https://doi.org/10.31704/ijocis.2018.003
  • *Ghorbandordinejad, F., & Ahmadabad, R. M. (2016). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistic research, 45(3), 739-752. https://doi.org/10.1007/s10936-015-9371-5
  • Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55–75. https://doi.org/10.1016/s0346-251x(99)00060-3
  • Gregersen, T. (2003). “To Err is Human: A Reminder to Teachers of Language-anxious Students.” Foreign Language Annals 36(1), 25–32. doi:10.1111/j.1944-9720.2003.tb01929.x.
  • *Hadinata, B. S. (2020). The effect of students’ anxiety on theır English achievement. Unpublished Master Thesis. State Institute of Islamic Studies Iain Ponorogo.
  • *Halder, U. K. (2018). English language anxiety and academic achievement. UGC Journal, 4, 138-147.
  • *Hamzavi, R., & Soodmand Afshar, H. (2014). Listening strategy use, test anxiety and test performance of intermediate and advanced Iranian EFL learners. Applied research on English language, 3(2), 101-116.
  • *Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips's MLJ study. The Modern Language Journal, 96(2), 170-189. https://doi.org/10.1111/j.1540-4781.2011.01174.x
  • Horwitz, E. K. (2000). It ain’t over ‘til it’s over: On foreign language anxiety, first language deficits, and the confounding of variables. Modern Language Journal, 84, 256–259. https://doi.org/10.1111/0026-7902.00067
  • Horwitz, E. K., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal. 70, 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126.
  • Hofmann, S. G., & Hinton, D. E. (2014). Cross-cultural aspects of anxiety disorders. Current Psychiatry Reports, 16(6), 450. doi:10.1007/s11920-014-0450-3.
  • *Huang, H. T. D. (2018). Modeling the relationships between anxieties and performance in second/foreign language speaking assessment. Learning and Individual Differences, 63, 44-56. https://doi.org/10.1016/j.lindif.2018.03.002
  • *Huang, H. T. D., & Hung, S. T. A. (2013). Comparing the effects of test anxiety on independent and integrated speaking test performance. Tesol Quarterly, 47(2), 244-269. https://doi.org/10.1002/tesq.69
  • *Jafarigohar, M. (2012). The Effect of Anxiety on Reading Comprehension Among Distance EFL Learners. International Education Studies, 5 (2), 159-174. https://doi.org/10.5539/ies.v5n2p159
  • *Javanbakht, N., & Hadian, M. (2014). The effects of test anxiety on learners’ reading test performance. Procedia-Social and Behavioral Sciences, 98, 775-783. https://doi.org/10.1016/j.sbspro.2014.03.481
  • *Kabigting, R., & Nanud, J. A. (2020). English language classroom anxiety and performance of senior high school learners. International Journal of Linguistics and Translation Studies, 1(2), 58-69. https://doi.org/10.36892/ijlts.v1i2.69
  • *Kamarulzaman, M. H., Ibrahim, N., Yunus, M. M., & Ishak, N. M. (2013). Language Anxiety among Gifted Learners in Malaysia. English Language Teaching, 6(3), 20-29. https://doi.org/10.5539/elt.v6n3p20
  • *Karagöl, İ., & Başbay, A. (2018). The relationship among attitude, anxiety and english speaking performance. Journal of Theoretical Educational Science, 11(4), 809-821.
  • *Lan, Y. J. (2010). A study of Taiwanese 7th graders’ foreign language anxiety, beliefs about language learning, ad its relationship with their English achievement. Unpublished Master thesis. Department of Applied English, College of Applied Languages, Ming Chuan University.
  • *Lian, L. H., & Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1), 67-79.
  • Lipsey, M. W., & Wilson, D. B. (2001). Applied social research methods series. Practical Meta-analysis. Thousand Oaks, CA, US: Sage Publications, Inc.
  • Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316. https://doi.org/10.1016/j.system.2006.04.004
  • *Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011. ID 493167, doi:10.1155/2011/493167
  • Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92 (1), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
  • *Liu, M., & Xiangming, L. (2019). Changes in and effects of anxiety on English test performance in Chinese postgraduate EFL Classrooms. Education Research International, 2019 ID 7213925. https://doi.org/10.1155/2019/7213925
  • *Lu, Z., & Liu, M. (2015). An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance. Studies in Second Language Learning and Teaching, 5(1), 65-85. doi: 10.14746/ssllt.2015.5.1.4
  • *Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research 2(6), 1298-1305. https://doi.org/10.4304/jltr.2.6.1298-1305
  • 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, UK: Multilingual Matters. https://doi.org/10.21832/9781783097722
  • Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39 (2), 202-214. https://doi.org/10.1016/j.system.2011.04.002
  • Melchor-Couto, S. (2017). Foreign language anxiety levels in second life oral interaction. ReCALL, 29(1), 99-119. https://doi.org/10.1017/s0958344016000185
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • *Oruç, E. (2020). İngilizce hazırlık programında yabancı dil kaygısının İngilizce başarısına etkisinde öğrenci katılımının rolü [The mediating role of student engagement on the relationship between foreign language anxiety and English language achievement in English language curriculum]. Unpublished doctoral dissertation. Eskişehir Osmangazi University Institute of Education Sciences.
  • Oxford, R. (2017). Anxious language learners can change their minds: Ideas and strategies from traditional psychology and positive psychology C. Gkonou, M. Daubney, J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications, Bristol: Multilingual Matters. https://doi.org/10.21832/9781783097722-011
  • Öner, N., & Kaymak, D. (1986). The Transliteral Equivalence and the Reliability of the Turkish TAI. In R. Schwarzer, H. V. Ploeg, & C. Spielberger, Advances in Test Anxiety Research (pp. 227-239). New Jersey: Swets and Zeitlinger
  • *Özkan, C. (2019). The relationship between students’ success and their level of foreign language anxiety and the primary sources of foreign language speaking anxiety. Çağ University Institute of Social Sciences.
  • Öztürk, T. (2003). Suggestions about reduced language anxiety caused by personal reasons. Unpublished Master thesis, Atatürk Ünivesitesi, Erzurum.
  • *Pyun, D. O., Kim, J. S., Cho, H. Y., & Lee, J. H. (2014). Impact of affective variables on Korean as a foreign language learners' oral achievement. System, 47, 53-63. https://doi.org/10.1016/j.system.2014.09.017
  • *Rastegar, M., & Karami, M. (2015). On the relationship between foreign language classroom anxiety, willingness to communicate and scholastic success among Iranian EFL learners. Theory and Practice in Language Studies, 5(11), 2387-2394. https://doi.org/10.17507/tpls.0511.25
  • *Razak, N. A., Yassin, A. A. &Maasum, T.N.R.T.M. (2017). Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students. English Language Teaching, 10(2), 73-85. https://doi.org/10.5539/elt.v10n2p73
  • *Rezaabadi, O. T. (2016). The relationships between social class, listening test anxiety and test scores. Advances in Language and Literary Studies, 7(5), 147-156. https://doi.org/10.7575/aiac.alls.v.7n.5p.147
  • Rost, M. (2011). Teaching and researching listening (2nd ed.). Harlow, UK: Pearson.
  • Rodríguez, M., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87, 365–374. https://doi.org/10.1111/1540-4781.00195
  • Sadık, F., & Nasırcı, H. (2019). Ortaöğretimde görev yapan öğretmenlerin sınıf yönetimi kaygı düzeylerinin incelenmesi [Investigation of classroom management anxiety levels of teachers working in high schools]. Scientific Educational Studies, 3(2), 109-131. DOI: 10.31798/ses.641051
  • *Salehi, M., & Marefat, F. (2014). The Effects of Foreign Language Anxiety and Test Anxiety on Foreign Language Test Performance. Theory & Practice in Language Studies, 4(5), 931-940. https://doi.org/10.4304/tpls.4.5.931-940
  • *Serraj, S., & Noordin, N. B. (2013). Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension. English Language Teaching, 6(5), 1-12. https://doi.org/10.5539/elt.v6n5p1
  • *Shao, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety. The Modern Language Journal, 97(4), 917-929. https://doi.org/10.1111/j.1540-4781.2013.12042.x
  • Sparks, R., Ganschow, L., & Javorsky, J. (2000) Déjà vu all over again: A response to Saito, Horwitz and Garza. The Modern Language Journal, 84(2), 251–255. https://doi.org/10.1111/0026-7902.00066
  • *Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300. https://doi.org/10.14746/ssllt.2011.1.2.7
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education.
  • *Tabrizi, A. R. N., & Ranjbar, M. (2017). The effect of IELTS listening strategy use on the reduction of IELTS listening test anxiety and on IELTS listening performance. Theory and Practice in Language Studies, 7(11), 1025-1036. https://doi.org/10.17507/tpls.0711.11
  • *Tanielian, A. R. (2017). Foreign language anxiety among first-year Saudi university students. The International Education Journal: Comparative Perspectives, 16(2), 98-112.
  • Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387. https://doi.org/10.1017/s0272263118000311
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1, 1-9.
  • *Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of private university in Palembang. International Journal of Education and Literacy Studies, 6(4), 35-39.
  • Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39–44.
  • *Tugan, S. E. (2015). The relationship among foreign language classroom anxiety, motivation and achievement of Turkish EFL students. Unpublished Master Thesis, Fatih University, Social Sciences Institute, Istanbul.
  • Tuncer, M., & Akmençe, A. E. (2018). The research of foreign language course anxiety within different sample and in terms of evolutionary. International Journal of Languages’ Education and Teaching, 6(1), 358-370. https://doi.org/10.18298/ijlet.2495
  • Tuncer, M., & Dikmen, M. (2017). The effect of cooperative learning on academic achievement: A meta-analysis on the relationship between the study group size and effect size. Journal of Human Sciences, 14(1), 473-485. https://doi.org/10.14687/jhs.v14i1.4314
  • *Tuncer, M., & Temur, M. (2017). Yabancı dil hazırlık eğitimi alan öğrencilerin yabancı dile yönelik kaygı ve başarıları arasındaki ilişkiler [Relations between foreign language anxiety and achievement of foreign language preparatory students]. Dicle University Journal of Ziya Gökalp Faculty of Education, (32), 905-912. https://doi.org/10.14582/duzgef.1869
  • *Valizadeh, M. R., & Alavinia, P. (2013). Listening comprehension performance viewed in the light of emotional intelligence and foreign language listening anxiety. English Language Teaching, 6(12), 11-26. https://doi.org/10.5539/elt.v6n12p11
  • Vandergrift, L. (2011). Second language listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, (Vol. 2, pp. 455– 471), New York, NY: Routledge. https://doi.org/10.4324/9780203836507.ch28
  • *Varasteh, H., Ghanizadeh, A., & Akbari, O. (2016). The role of task value, effort-regulation, and ambiguity tolerance in predicting EFL learners’ test anxiety, learning strategies, and language achievement. Psychological Studies, 61(1), 2-12. https://doi.org/10.1007/s12646-015-0351-5
  • Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360 - 363.
  • *Wang, Y., & Li, J. (2011, May). The interference of foreign language anxiety in the reading comprehension of agricultural engineering students. In 2011 International Conference on New Technology of Agricultural (pp. 660-663). IEEE. https://doi.org/10.1109/icae.2011.5943882
  • *Widiana, L. (2017). Foreign language anxiety, socioeconomic status and English learning achievement of the students at laboratory elementary school state University of Malang. Unpublihed Master Thesis, English Language Teaching, Department of English, Faculty of Letters, State University of Malang. https://doi.org/10.26634/jelt.8.4.15077
  • *Yang, Y. X. (2017). Test anxiety analysis of chinese college students in computer-based spoken English test. Educational Technology & Society, 20 (2), 63–73.
  • *Yanxia, Y. (2017). Test anxiety analysis of Chinese college students in computer-based spoken English test. Journal of Educational Technology & Society, 20(2), 63-73.
  • *Yoğurtçu, K., & Yoğurtçu, G. (2013). Effect of learning anxiety of foreign language as Turkish on academic achievement. Adiyaman University Journal of Social Sciences, 11, 1115-1158. https://doi.org/10.14520/adyusbd.420
  • Young, D. J. (1990) An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6): 539–553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
  • Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta‐analysis. The Modern Language Journal, 103(4), 763-781. https://doi.org/10.1111/modl.12590
  • Zheng, Y. (2010). Chinese university students’ motivation, anxiety, global awareness, linguistic confidence, and English test performance: A causal and correlational investigation. Unpublished Doctoral Thesis. Queen’s University, Kingston, Ontario, Canada
  • *Yurtseven, N., & Akpur, U. (2018). Perfectionism, Anxiety and Procrastination as Predictors of EFL Academic Achievement: A Mixed Methods Study. Novitas-ROYAL (Research on Youth and Language), 12(2), 96-115.
  • Yoshida, K. (2010). Coping with anxiety in the foreign language classroom: Japanese students on study-abroad language courses in the UK. The Journal of Language and Culture, 14, 59–80.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Melih DİKMEN (Sorumlu Yazar)
FIRAT ÜNİVERSİTESİ
0000-0001-7015-6236
Türkiye

Yayımlanma Tarihi 3 Eylül 2021
Yayınlandığı Sayı Yıl 2021, Cilt 8, Sayı 3

Kaynak Göster

APA Dikmen, M. (2021). EFL Learners’ Foreign Language Learning Anxiety and Language Performance: A Meta-Analysis Study . International Journal of Contemporary Educational Research , 8 (3) , 206-222 . DOI: 10.33200/ijcer.908048

133171332113318 23524 133191332713323  13322


13325

Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868