ABSTRACT
As recent meta-analyses reveal, language anxiety (LA) is one of the most important determinants of success in foreign language (FL) learning, next to aptitude, motivation, and working memory. Although studies on LA have been carried out for a few decades, exploring its nature, causes, correlates and influence on FL achievements, there are still several questions to be answered. One of such under-researched areas is LA experienced by older adults (60+), who nowadays constitute an important group of FL learners in Poland. A few years ago, their attempts to master English as a FL were affected by the Covid-19 pandemic, which brought several limitations and changes, forcing them to switch from learning in a classroom setting to an online mode. The main objective of this chapter is to report the outcomes of a mixed-method pilot study, aimed at measuring the level of LA of older adults (OAs) in the in-class and online modes, exploring its causes, and identifying the most anxiety-provoking skills. Data were collected among six OAs via a questionnaire, draw-a-picture technique, and semi-structured interviews. The results indicate that there is a complex interrelated network of external and internal factors of LA, which should be taken into account when teaching this age group. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This study aimed to explore the effect of anxiety and self-efficacy on class performance in Arabic language online classes. This study used a quantitative research approach, and the data was collected through a survey instrument administered to 148 first-year Arabic learner students enrolled in an Arabic language online class. The data were analysed using descriptive statistics as well as a structural equation model to examine the relationship between variables. The study‟s results showed that anxiety had a negative effect on class performance, while self-efficacy positively impacted class performance. Therefore, anxiety is the main contributor to Arabic online learning performance. Additionally, self-efficacy was found to have a moderating effect on the relationship between anxiety and class performance. The findings of this study suggest that anxiety and self-efficacy are important factors to consider in an online learning environment, as they can significantly impact class performance. Based on the results of this study, it is recommended that educators in online learning environments implement strategies to enhance self-efficacy and reduce anxiety levels among their students. © International Network on Feminist Approaches to Bioethics, 2023.