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...

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Bibliographic Details
Published in:Foreign language annals 2009-03, Vol.42 (1), p.138-157
Main Author: Kim, Sung-Yeon
Format: Article
Language:English
Subjects:
affective variables
Anxiety
College Students
Colleges & universities
Conversational Language Courses
Cultural differences
EFL
English (Second Language)
English as a second language
Foreign Countries
foreign language classroom
Foreign language instruction
Foreign language learning
Goal Orientation
Korea
Language instruction
Language Skills
Learning Motivation
Learning Processes
Motivation
Multivariate Analysis
R&D
Reading Instruction
Research & development
Second Language Instruction
Second Language Learning
Second language teachers
Studies
Teaching Methods
Writing Apprehension
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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.
ISSN:0015-718X
1944-9720
DOI:10.1111/j.1944-9720.2009.01012.x