Investigating the relationship between foreign language anxiety in the four skills and year of study among Yemeni University EFL learners

Amr Abdullatif Yassin, Norizan Abd Razak

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study aimed to investigate the relationship between foreign language anxiety and the year of study among Yemeni university EFL learners. The data were collected from the English language students from years 1 to 4 of the Faculty of Arts, Ibb University, Yemen. The data were collected using Foreign Language Anxiety Scale (FLAS) which measures the level of anxiety in the four skills of listening, speaking, reading and writing. The data were analysed using SPSS version 22 and one-way Anova is used to determine if there is a significant difference in the level of anxiety between the students in the four years. The results revealed that second year students experienced the highest level of anxiety followed by third year, fourth year and the first year students experienced the least level of anxiety. However, no significance difference was found between the level of foreign language anxiety and the year of study. The study concluded that two other factors, the interference of the mother tongue and novelty effect, might have affected the relationship between language anxiety and year of study. Implications of the study are also discussed.

Original languageEnglish
Pages (from-to)147-159
Number of pages13
Journal3L: Language, Linguistics, Literature
Volume23
Issue number3
DOIs
Publication statusPublished - 1 Jan 2017

Fingerprint

foreign language
anxiety
Yemen
Foreign Language Anxiety
EFL Learners
Anxiety
student
mother tongue
SPSS
first-year student
English language
speaking
interference
art
university
language

Keywords

  • Foreign Language Anxiety
  • Mother tongue interference
  • Novelty effect
  • Year of study
  • Yemeni university EFL learners

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Literature and Literary Theory

Cite this

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abstract = "This study aimed to investigate the relationship between foreign language anxiety and the year of study among Yemeni university EFL learners. The data were collected from the English language students from years 1 to 4 of the Faculty of Arts, Ibb University, Yemen. The data were collected using Foreign Language Anxiety Scale (FLAS) which measures the level of anxiety in the four skills of listening, speaking, reading and writing. The data were analysed using SPSS version 22 and one-way Anova is used to determine if there is a significant difference in the level of anxiety between the students in the four years. The results revealed that second year students experienced the highest level of anxiety followed by third year, fourth year and the first year students experienced the least level of anxiety. However, no significance difference was found between the level of foreign language anxiety and the year of study. The study concluded that two other factors, the interference of the mother tongue and novelty effect, might have affected the relationship between language anxiety and year of study. Implications of the study are also discussed.",
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N2 - This study aimed to investigate the relationship between foreign language anxiety and the year of study among Yemeni university EFL learners. The data were collected from the English language students from years 1 to 4 of the Faculty of Arts, Ibb University, Yemen. The data were collected using Foreign Language Anxiety Scale (FLAS) which measures the level of anxiety in the four skills of listening, speaking, reading and writing. The data were analysed using SPSS version 22 and one-way Anova is used to determine if there is a significant difference in the level of anxiety between the students in the four years. The results revealed that second year students experienced the highest level of anxiety followed by third year, fourth year and the first year students experienced the least level of anxiety. However, no significance difference was found between the level of foreign language anxiety and the year of study. The study concluded that two other factors, the interference of the mother tongue and novelty effect, might have affected the relationship between language anxiety and year of study. Implications of the study are also discussed.

AB - This study aimed to investigate the relationship between foreign language anxiety and the year of study among Yemeni university EFL learners. The data were collected from the English language students from years 1 to 4 of the Faculty of Arts, Ibb University, Yemen. The data were collected using Foreign Language Anxiety Scale (FLAS) which measures the level of anxiety in the four skills of listening, speaking, reading and writing. The data were analysed using SPSS version 22 and one-way Anova is used to determine if there is a significant difference in the level of anxiety between the students in the four years. The results revealed that second year students experienced the highest level of anxiety followed by third year, fourth year and the first year students experienced the least level of anxiety. However, no significance difference was found between the level of foreign language anxiety and the year of study. The study concluded that two other factors, the interference of the mother tongue and novelty effect, might have affected the relationship between language anxiety and year of study. Implications of the study are also discussed.

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