Foreign Language Classroom Anxiety of Arab Learners of English: The Effect of Personality, Linguistic and Sociobiographical Variables

Autor/inn/en	Dewaele, Jean-Marc; Al-Saraj, Taghreed M.
Titel	Foreign Language Classroom Anxiety of Arab Learners of English: The Effect of Personality, Linguistic and Sociobiographical Variables
Quelle	In: Studies in Second Language Learning and Teaching, 5 (2015) 2, S.205-228 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Anxiety; Classroom Environment; Arabs; English (Second Language); Second Language Learning; Questionnaires; Multiple Regression Analysis; Language Proficiency; Incidence; Personality Traits; Extraversion Introversion; Emotional Adjustment; Age Differences; Gender Differences; Multicultural Education; Emotional Intelligence; Linguistic Competence; Educational Attainment; Likert Scales; Correlation; College Students; Student Attitudes; Individual Characteristics; Social Influences; Foreign Countries; Egypt; Tunisia; Algeria; Oman; United Arab Emirates; Saudi Arabia + Suchen Sie Ihr Suchwort? Angst; Klassenklima; Unterrichtsklima; Arab; Araber; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Language skill; Language skills; Sprachkompetenz; Vorkommen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Emotionale Anpassung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Multikulturelle Erziehung; Emotionale Intelligenz; Bildungsabschluss; Bildungsgut; Likert-Skala; Korrelation; Collegestudent; Schülerverhalten; Personality traits; Sozialer Einfluss; Ausland; Ägypten; Tunesien; Algerien; Vereinigte Arabische Emirate; Saudi-Arabien
Abstract	The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01