Foreign Language Speaking Anxiety and Its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender

Autor/in	Okyar, Hatice
Titel	Foreign Language Speaking Anxiety and Its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender
Quelle	In: Science Insights Education Frontiers, 17 (2023) 2, S.2715-2731 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Fear; Anxiety; Language Proficiency; Self Efficacy; College Students; Correlation; Oral Language; Gender Differences; Predictor Variables; Turkey + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Furcht; Angst; Language skill; Language skills; Sprachkompetenz; Self-efficacy; Selbstwirksamkeit; Collegestudent; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Geschlechterkonflikt; Prädiktor; Türkei
Abstract	This research study aimed to explore the speaking anxiety of Turkish learners of English as a foreign language (EFL) and its relation to EFL speaking self-efficacy, fear of negative evaluation (FNE), self-perceived English speaking proficiency, and gender. 293 (132 females, 161 males) university-level EFL students completed the EFL speaking anxiety scale, EFL speaking self-efficacy scale, and FNE scale. Four main findings were obtained as a result of the statistical analyses: (1) students' speaking anxiety had a negative relationship with both self-perceived oral English proficiency and speaking self-efficacy; (2) a positive relationship was determined between FNE and speaking anxiety; (3) EFL speaking anxiety was found to be lower in boys than in girls; and (4) speaking self-efficacy, FNE, and self-perceived oral proficiency were identified as meaningful predictors of students' EFL speaking anxiety. In light of these findings, the study offers some pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01