Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English: A Qualitative Analysis of EFL Learners in China

Authors


  • We would like to thank the editors and the anonymous reviewers for their guidance and advice, which have enhanced greatly the quality of this article. We are also grateful to Dr. N. Northcutt for his instruction and great support for this study.

concerning this article should be addressed to Jackie Xiu Yan, Department of Chinese, Translation and Linguistics, City University of Hong Kong, Tat Chee Avenue, Kowloon, Hong Kong. Internet: ctjackie@cityu.edu.hk

Abstract

Although many researchers have examined the effects of anxiety on second language learning in recent years, the specific sources and effects of language anxiety have not yet been clearly established. Moreover, few studies have specifically examined anxiety from the learner's perspective. Although previous interview and diary studies have pointed to a number of interesting relationships between anxiety and other variables, conclusions have been based on the researchers' personal interpretations of learner statements. The present study examines learners' perceptions of how students' anxiety works together with other variables in influencing language learning. Twenty-one students with varying levels of anxiety were interviewed for this study, a theoretical model was generated, and a sequential order of influence among the major affinities was indicated.

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