Foreign Language Classroom Anxiety and Learners’ and Teachers’ Beliefs toward FLL: A Case Study of Iranian Undergraduate EFL Learners

Tina Toghraee, Mohsen Shahrokhi

Abstract


This study was an attempt to determine the beliefs of undergraduate female and male EFL learners at Shahreza University, Isfahan, Iran, about foreign language classroom anxiety, and compare students’ and teachers’ attitudes toward FLL. For this purpose sixty linguistically homogeneous female and male students were selected after administering the QPT, and were given BALLI and FLCAS questionnaires designed by Horwitz (1987). Fifteen EFL instructors were selected to answer the BALLI questionnaire, and then the data from the two questionnaires were statistically analyzed with correlational analysist-tests. The findings revealed hat, first, there was a positive and statistically significant correlation between Iranian university students’ beliefs about FLL and their level of class anxiety; second, that teachers and students hold mostly different beliefs about FLL, despite some similar beliefs; and finally, male and female participants did not hold the same ideas regarding class anxiety and beliefs about FLL. The results of this study confirmed previous research findings in this area.

 


Keywords


Foreign language anxiety, beliefs about language learning, FLCAS, BALLI, university EFL learners.

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DOI: https://doi.org/10.7575/aiac.ijalel.v.3n.2p.131

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