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Examining the influence of foreign language anxiety on organizational strategies and foreign language proficiency in Chinese secondary EFL learners
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Academic anxiety is one of the prominent emotions in learning English as a foreign language (EFL), and its impact on foreign language proficiency (FLP) has been extensively documented. However, the mediating effect of cognitive strategies between foreign language anxiety (FLA) and FLP has rarely been explored. In a sample of 524 Chinese secondary school students, the present study investigated the linkage between FLA, organizational strategies, and FLP. Structural equation modelling (SEM) and mediation analysis were conducted, and three findings were identified. First, FLA was negatively correlated with the use of organizational strategies. Second, the negative correlation between FLA and FLP was identified. Third, organizational strategies fully mediated the association between FLA and FLP after controlling for gender and age. Exploring the mediating mechanism between FLA and FLP might help EFL educators take intervention measures to alleviate the negative impact of FLA on foreign language learning. Limitations and directions for future research are discussed.
Title: Examining the influence of foreign language anxiety on organizational strategies and foreign language proficiency in Chinese secondary EFL learners
Description:
Academic anxiety is one of the prominent emotions in learning English as a foreign language (EFL), and its impact on foreign language proficiency (FLP) has been extensively documented.
However, the mediating effect of cognitive strategies between foreign language anxiety (FLA) and FLP has rarely been explored.
In a sample of 524 Chinese secondary school students, the present study investigated the linkage between FLA, organizational strategies, and FLP.
Structural equation modelling (SEM) and mediation analysis were conducted, and three findings were identified.
First, FLA was negatively correlated with the use of organizational strategies.
Second, the negative correlation between FLA and FLP was identified.
Third, organizational strategies fully mediated the association between FLA and FLP after controlling for gender and age.
Exploring the mediating mechanism between FLA and FLP might help EFL educators take intervention measures to alleviate the negative impact of FLA on foreign language learning.
Limitations and directions for future research are discussed.
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