Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts
: This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Kore...
Saved in:
Published in | Foreign language annals Vol. 42; no. 1; pp. 138 - 157 |
---|---|
Main Author | |
Format | Journal Article |
Language | English |
Published |
Malden, USA
Blackwell Publishing Inc
01.03.2009
John Wiley & Sons, Inc American Council on the Teaching of Foreign Languages |
Subjects | |
Online Access | Get full text |
Cover
Loading…
Summary: | : This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation. |
---|---|
Bibliography: | istex:FA04BFFF69BB984296BDE108AD339B9DCBC9EB37 ArticleID:FLAN1012 ark:/67375/WNG-VMMFPQ5R-Z ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
ISSN: | 0015-718X 1944-9720 |
DOI: | 10.1111/j.1944-9720.2009.01012.x |