English Language Classroom Anxiety and Enjoyment in Chinese Young Learners

Autor/inn/en	Liu, Meihua; Hong, Min
Titel	English Language Classroom Anxiety and Enjoyment in Chinese Young Learners
Quelle	In: SAGE Open, 11 (2021) 4, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Meihua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211047550
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Anxiety; Elementary School Students; Secondary School Students; Gender Differences; Grade 4; Student Attitudes; Grade 8; Foreign Countries; Student Behavior; Teacher Student Relationship; Physiology; Emotional Response; Communication (Thought Transfer); Likert Scales; Measures (Individuals); Classroom Communication; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Angst; Sekundarschüler; Geschlechterkonflikt; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Student behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Physiologie; Emotionales Verhalten; Communication; thought; Kommunikation; Gedanke; Likert-Skala; Messdaten; Klassengespräch
Abstract	The present large-scale mixed-method study examined English language classroom anxiety and enjoyment in Chinese young students in relation to gender and grade level. Quantitative and qualitative data were collected from 709 primary and secondary school students from a province in south China. Major findings were: (1) Around one third of the participants felt anxious when speaking English while more than half felt joyful in the English class. The same pattern applied for male and female students and those in grades 4 to 8; (2) significant gender difference in anxiety occurred in grade 4 and that in enjoyment occurred in grade 8; (3) the students tended to be more anxious and less joyful in the English class as their grade levels increased, with grade 7 being a dividing year of the (inverted) u-curve; (4) anxiety and enjoyment were significantly correlated with each other for students in grades 4 to 8; (5) both learner- and teacher-related variables were identified as causes for anxiety and enjoyment; and (6) the students reacted differently when feeling anxious or joyful in class: When feeling/becoming anxious, they often suffered a lot (e.g., becoming dumbfounded, sweating, trembling, and not knowing what to do or say, etc.); when feeling joyful, they often became more attentive and active in class and studied English harder. It is hence clear that English language classroom anxiety and enjoyment are two independent dimensions of emotion and that fostering positive emotions facilitates SL/FL learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01