18 BALTIC JOURNAL OF SPORT & HEALTH SCIENCES No.

3(102); 2016; 18–23

FOREIGN LANGUAGE ANXIETY

IN STUDENT LEARNING
Asta Lileikienė, Lina Danilevičienė
Lithuanian Sports University, Kaunas, Lithuania

ABSTRACT
Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues
to exist in the university foreign language classroom as well. A number of foreign language students report feeling
anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English
as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language
acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the
university foreign language classroom.
Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and
Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and
33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample
involved 200 first and second year students of Lithuanian Sports University.
Results. The research analysis revealed that the respondents generally felt anxious speaking in the language
class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign
language class and speaking with native speakers. The correlation between the students’ level of knowledge and
their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety.
Moreover, female participants of this study exhibited higher levels of foreign language anxiety.
Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language
learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of
younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more
confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English
as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language
classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of
anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of
anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate
and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low
achievement made them more anxious about learning.

Keywords: anxiety, foreign language acquisition, higher education.

INTRODUCTION

A
nxiety is defined as a subjective feeling specific to foreign language learning. E. K.
of tension, apprehension, nervousness, Horwitz, M. B. Horwitz & Cope (1991) view FLA
and worry usually associated with an as a distinct complex of self-perceptions, beliefs,
arousal of autonomic nervous system. A feeling feelings, and behaviours related to classroom
of nervousness associated with foreign language language learning arising from the uniqueness of the
learning is termed as foreign language anxiety language learning process. MacIntyre and Gardner
(FLA). Horwitz et al. (1986) were the first to (1998) conceive of FLA as the worry and negative
conceptualize FLA as a unique type of anxiety emotional reaction aroused when learning or using
FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING 19

a second language. There is a considerable amount Public Health, Sports Coaching, Physiotherapy,
of research indicating that foreign language anxiety Adapted Physical Activity, Physical Education and
(FLA) is a reality for many students and is not Sport, Sports Industries, Sports Recreation and
merely an abstract construct studied by theorists or Tourism study programs.
by researchers under laboratory on induced-anxiety The FLCAS was translated into Lithuanian by
conditions. It continues to exist in the university an official translator and edited by the researchers
foreign language classrooms. Second and foreign so as to carry the meaning of the original
language researchers and linguists have long been instrument. Subsequently the Lithuanian version
trying to associate anxiety with language learning, was given to two experienced EFL teachers, who
in general, as well as in a classroom situation. They are native speakers of Lithuanian, to translate back
argue that specific classroom situations provoke into English to confirm that the meaning had not
anxiety during different stages of the language been altered.
learning process. Thus, foreign language anxiety The data was analyzed using the SPSS
is a powerful predictor for demotivation in foreign version 22 statistics package. Data is presented
language achievement which means that FLA has as frequencies or absolute values. Associations
debilitating effects on learners’ achievements/ between categorical variables were determined
scores. Other authors (Ghadirzadeh, Hashtroudi, using Chi square test.
& Shokri, 2012) also point out that in order to The research sample comprised 3 age groups
make an impact on motivation in EFL (English (18–20 years old (75.5%), 21–23 years old (22%)
as a Foreign Language) learning it is important and 24 and more years old (2.5%) of whom 56.5%
to recognize and remove anxiety which usually lived in the city, 30.5% – in town and 13% – in
reinforces demotivation in foreign language village.
learning and hence leads to undesired learning
outcomes. Moreover, it was confirmed that the RESULTS
unwillingness to study a foreign language or even
failure in meeting the requirements of the university The research results demonstrated that age was
program was determined by anxiety as the most statistically significantly related with the students’
demotivating factor in learning foreign language attitude and anxiety level while studying foreign
at the university level (Lileikienė & Danilevičienė, languages. In response to the statement ‘I never
2015). Thus, the research aim was to investigate feel quite sure of myself when speaking in my
the foreign language anxiety in the classroom foreign language class’ the group aged 18–20 years
context in relation to its effect on foreign language old reported the lack of confidence (80%) whereas
acquisition as well as to design recommendations 25% of 24 and more years old students did not feel
of how anxious and were self-confident, when χ2 =26.69,
p = .001 (Figure 1).
METHODS
Older students demonstrated higher levels
The research was conducted in January–
of intrinsic motivation as well. Younger students
February of 2016. The Foreign Language
were afraid of being laughed at or corrected by a
Classroom Anxiety Scale (FLCAS) developed by
teacher. 80% of the 18–20-year-old respondents
Horwitz et al. (1986) was used. The FLCAS has
thought about the things that were not related to the
been used in studies extensively over the past 30
course while older respondents felt more involved
years and has facilitated a tremendous development
in the course (χ2 = 14.72, p = .006). The statistically
in the research into FL classroom anxiety. The
significant finding was made that younger students
questionnaire consisted of 5 statements about the
worried about consequences of failing in the
respondents’ general background and 33 statements
language class more (76.7%) while the 21–23-year-
which were evaluated on the Likert scale from 1 to
old students felt more relaxed about their course
5 (the 5-point Likert Scale: 1 = Strongly Disagree,
results (7%) and only 3.3% of 24-year-olds worried
2 = Disagree, 3 = Neither Agree nor Disagree,
about failing consequences. (χ2 = 17.29, p = .027).
4 = Agree, 5 = Strongly Agree) by the research
The study revealed that students who were
participants. The research sample involved 200
eager to learn a foreign language and would not
first and second year undergraduate students of
worry about taking more language classes lived
Lithuanian Sports University (58.5% females and
in the city (48.4%), in town (29%) and students
41.5% males), studying in Physical Activity and
living in a village demonstrated the lower level
20 Asta Lileikienė, Lina Danilevičienė

of intrinsic motivation and a wish to develop male students strongly disagreed with the statement
themselves learning languages (χ2 = 17.19, p = ‘I never feel sure of myself while speaking in the
.028). The city residents were likely to feel more at foreign language classroom’, when χ2 = 16.65, p =
ease during tests (75%) and felt more comfortable .002) (Figure 2).
around native speakers (city – 53.8%, town – 23.1% Although female students felt well prepared,
and village – 23.1%; χ 2= 21.51, p = .006). they were anxious and embarrassed when asked
Female students panicked to speak in front to volunteer answers in class (81.5%). Whereas
of others and got nervous when asked questions male students felt confident while they spoke in the
without preparation. In addition, female students foreign language class (only 18.2% of male students
did not feel self-confident in the foreign language strongly agreed with the statement ‘It embarrasses
class when speaking (73.7%) as compared to their me to volunteer answers in my language class’).
male counterparts (26.3%) (χ2 = 16.65, p =.002). They did not think that other students spoke better
Thus, the majority of the questioned male students (87.5%; χ2 = 33.07) or that other students would
indicated the high level of confidence when they laugh at them making mistakes (68.2%; χ2 = 28.92),
spoke in the foreign language class (75% of the when p < .05.

Figure 1. Participants’
level of self-confidence
while speaking in the
foreign language class
with respect to age

Figure 2. Participants’
level of self-confidence
while speaking in the
foreign language class
with respect to gender
FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING 21

Figure 3. Participants’
level of anxiety in the
foreign language class
as compared to other
classes with respect to
gender

The statistically significant findings in Figure 3 about one third of the students in level A2 (26%)
demonstrate that the majority of female respondents and level B2 (28%) started to panic when they had
felt tense and anxious in the language class more to speak without preparation in language class,
than in other classes (78.3%) as compared to male while students with B1 level panicked the most –
students (21.7%, χ2 = 22.06, p < .05). 46% (χ2 = 30.25, p = .017).
Finally, the investigated female students
Moreover, regardless of the level of the English
most frequently felt like not going to the foreign
language knowledge, about one third of students in
language class (77.3% of females and 22.7% of
males, when χ2 = 10.17, p = .038). Consequently, all levels of language competence felt more tense
female participants experienced even physiological and nervous in foreign language class than in any
reactions in the class (heart pounding (χ2 = 36.25, other classes: A2 – 30.4%; B1 – 39.1%; B2 – 30.4%
p < .05 and trembling (χ2 = 12.28, p = .0015) more (χ2 = 26.88, p = .043) (Figure 4).
than male students. The duration of studying English was taken
A statistically significant correlation was as a variable in researching its relationship with
established between the students’ English students’ anxiety and their achievements. In
knowledge level and their confusion before a Lithuania students usually study English as the
language test. Only 10% of the participants with first foreign language for 10–12 years on average.
A2 level got more confused the more they studied
An important finding of the research was that the
for a language test, whereas 50% of them with B1
level and 40% with B2 level got confused the more longer students studied English the less they were
they studied for a language test ( χ2= 44.23, p < .05). afraid of making mistakes (χ2 = 77.90, p = .012),
Students with B1 level (55.1%) felt most of all as well as another finding that the longer students
overwhelmed by the number of rules they had to studied English the more they felt comfortable
learn, whereas 32.7% of students with B2 level and around native speakers. As many as 37.9% of the
10.2% with A2 level felt less anxious about it (χ2 = research participants (12 years of studies) would
28.92, p = .024). feel comfortable around native speakers of the
More than a half of the participants with B1 foreign language (χ2 = 82.85, p = .004).
(52.4%) got nervous when they did not understand Nevertheless, irrespective of the duration
every word the teacher said, while 23.8% of of their studies of English about one fifth of the
students with A2 and B2 level worried about that
students felt embarrassed to volunteer in English
(χ2 = 36.72, p = .002).
However, the research analysis revealed that classes: 10 years of studies  – 18.2%; 12 years of
irrespective of the level of English competence studies – 27.3% (χ2 = 71.04, p = .041).
22 Asta Lileikienė, Lina Danilevičienė

Figure 4. Participants’ level

of anxiety in the foreign
language class as com-
pared to other classes with
respect to their foreign lan-
guage level

DISCUSSION Similarly to the earlier research performed by

Öztürk and Gürbüz (2013) on gender and language
Horwitz et al. (1991) identified the possible anxiety, the analysis of the foreign language anxiety
causes of FLA as communication apprehension, in the classroom context in relation to its effect on
test anxiety and fear of negative evaluation. Chen foreign language acquisition with respect to gender
and Chang (2004) suggest that in addition to proved that female participants of the present
task difficulty, factors such as teachers’ attitude study tended to exhibit significantly higher levels
and evaluation, teacher-students interactions in of foreign language anxiety as well. The previous
class, parents’ expectations, classmates’ attitudes, research demonstrated that anxiety was also
students’ own achievements are the potential closely correlated with learning difficulties (Chen
sources of students’ foreign language anxiety. The & Chang, 2004). The findings of this study showed
research analysis revealed that the respondents that students with higher knowledge of English
generally felt anxious speaking in the language language (level B2) were less frightened and did
class, making mistakes and being corrected by not feel anxious when they did not understand their
the teacher, worrying about the consequences of teacher. They also felt at ease during tests, felt more
confident when speaking in English language class
failing in a foreign language class and speaking
and worried less about getting left behind.
with native speakers, thinking that other students
Despite the foreign language knowledge
spoke better than they did, and being afraid of
level, students still felt anxious in their foreign
being laughed at, etc.
language classroom, which proved the conclusions
The research focused on the investigation
made in many other research that anxiety in a
of the foreign language anxiety in the classroom foreign language class is not a rare phenomenon
context in relation to its effect on foreign language referring to the research by Suleimenova (2013)
acquisition with respect to age. It was proved who, correspondingly, found that the majority of
that anxiety was also closely correlated with students still experienced uneasiness and anxiety
age (Bailey, Onwuegbuzie, & Daley, 2000) and while they spoke in the foreign language.
motivation (Yan & Horwitz, 2008). Consequently, It can be concluded that, in agreement with
the research showed that the level of anxiety Riasati’s (2011) study, foreign language anxiety
in class statistically significantly decreased as still persists in the language learning process
students got older, mature, built more self-esteem and, consequently, negatively affects students’
and developed as personalities. performance in the foreign language classroom.
FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING 23

CONCLUSIONS number of failures were observed at the pre-

intermediate (A2) level. Therefore, the learners
Foreign language anxiety proved to be a with high anxiety often got low achievement and
powerful predictor for demotivation in foreign low achievement made them more anxious about
language learning and impeded acquisition learning.
of foreign languages. The research analysis Keeping in mind the findings of the study and
revealed that the majority of younger respondents for the purpose of improving students’ performance
demonstrated a higher degree of foreign language in English, it is necessary for language teachers as
anxiety. The more mature the students were, well as learners to consider measures to facilitate
the more confident they felt in foreign language anxiety levels. Establishing realistic and achievable
classes. It is also found that female students felt goals, building a relaxing classroom environment,
higher level of anxiety in learning English as a taking into consideration language learning
foreign language than male students. They were experiences and feelings, providing assistance,
more inclined to hesitate and feel anxious in the approving and praising learners often, etc., have
language classroom. This result shows that male been recommended to be effective in reducing
anxiety levels.. Therefore, these measures might
undergraduates were more confident and had a
help to boost self-esteem and promote intrinsic
greater ability to learn a new language and cope
motivation of students paying more attention to
with the feelings of anxiety and nervousness.
the building and enhancing their personalities’
Students with higher knowledge of English
development to achieve better results in the foreign
language (level B2) showed lower level of anxiety
language classroom and, thus, in the overall goal of
and felt more confident in language class. A large studies in the student learning process.

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Received on June 13, 2016
Accepted on July 22, 2016 Corresponding author Asta Lileikienė
Lithuanian Sports University
Sporto str. 6, LT-44221 Kaunas
Lithuania
Tel. +370 37 302663
E-mail [email protected]