Universal Journal of Educational Research Vol. 8(12), pp. 6684 - 6691
DOI: 10.13189/ujer.2020.081233
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Foreign Language Anxiety: Classroom VS Distance Learning


Lisnychenko Alla *, Dovhaliuk Tamila , Khamska Neonila , Glazunova Tamara
Department of Foreign Languages, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, 21021, Ukraine

ABSTRACT

Anxiety is a powerful affective factor that makes a negative impact on the foreign language learning and performance. It is important to be aware of the learning conditions that can influence the foreign language anxiety level. The primary aim of this study was to examine the difference in students' foreign language anxiety level in classroom and distance learning environments. The given investigation was conducted in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine, in the spring semester, 2020, and involved 38 students of the 1-st and 2-nd years of studying. The comparative analysis of the students' foreign language anxiety levels in traditional classroom and distance learning environments has been carried out. A survey method engaging the use of FLCAS with 5-point-items Likert scale was employed. The obtained results have demonstrated a significant increase in communication apprehension and fear of negative evaluation anxiety types as well as a slight decrease in test anxiety and fear of making mistakes. The factors that caused such changes have been analyzed and defined. Among the main negative-bearing factors are the changes in the learning context and the character of distance online learning per se. The reasons for positive changes in the students' foreign language anxiety levels are − flexibility of the schedule, growing autonomy of the students and improved test-taking skills. Possible ways of reducing foreign language anxiety, such as developing students' awareness of foreign language anxiety and its symptoms, computer-based communication competency, peer support and learner autonomy have been suggested. The major conclusion made is that anxiety is a labile foreign language learning factor, which can be changed in the new learning context. Hence, the task of foreign language teachers is to reduce foreign language anxiety by taking into account the aforementioned factors.

KEYWORDS
Foreign Language Anxiety, Classroom Learning, Distance Learning, Communication Apprehension, Test Anxiety, Fear of Negative Evaluation

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Lisnychenko Alla , Dovhaliuk Tamila , Khamska Neonila , Glazunova Tamara , "Foreign Language Anxiety: Classroom VS Distance Learning," Universal Journal of Educational Research, Vol. 8, No. 12, pp. 6684 - 6691, 2020. DOI: 10.13189/ujer.2020.081233.

(b). APA Format:
Lisnychenko Alla , Dovhaliuk Tamila , Khamska Neonila , Glazunova Tamara (2020). Foreign Language Anxiety: Classroom VS Distance Learning. Universal Journal of Educational Research, 8(12), 6684 - 6691. DOI: 10.13189/ujer.2020.081233.