The foreign language classroom anxiety scale in the South African context: Drumming to a different beat?

Carina Grobler; Erika Fourie

doi:10.56285/jltVol59iss1a6604

Carina Grobler North-West University, South Africa https://orcid.org/0000-0001-7451-7115
Erika Fourie North-West University, South Africa https://orcid.org/0000-0003-3321-0576

DOI: https://doi.org/10.56285/jltVol59iss1a6604

Keywords: FLCAS, foreign language anxiety, speaking anxiety, psychometric properties of questionnaires, validation of questionnaires, translation of questionnaires

Abstract

Anxiety in language learning has been studied for decades. One of the most widely used instruments allowing researchers to investigate this phenomenon is the Foreign Language Classroom Anxiety Scale (FLCAS). Only a limited number of studies have investigated the psychometric properties of the questionnaire to gauge the validity (factor analyses) and reliability (Cronbach Alphas) of the indicated factors and items for their specific context. The present study adopted a wider approach by including Rasch analyses to adjust the FLCAS for use in the South African context. Before submitting the questionnaire to 124 first-year students in French a translated version was prepared to ensure cultural adaptability.

The investigation was iterative and was conducted in two cycles which included exploratory and confirmatory factor analyses, Cronbach’s Alpha and Rasch analyses to arrive at a proposed model to ensure sound measurement of foreign language anxiety for the specific context.

Results point to three factors with 25 relevant items. The original FLCAS was thus improved for the specific context by eliminating problematic items highlighted by the analyses and regrouping the remaining items into the three uniquely South African factors. This represents a first analysis from a Rasch analysis perspective in this context.

Downloads

Download data is not yet available.

Author Biographies

Carina Grobler, North-West University, South Africa

Carina Grobler is a senior lecturer in French at the NWU. She started her teaching career in 2006 at the University of the Free State and moved to the NWU in 2009. She obtained her master’s degree from the Université Stendhal (France) and her PhD at the University of Antwerp (Belgium). Her research interests include instructional design, artificial intelligence, open educational resources (OER) and multilingualism.

Erika Fourie, North-West University, South Africa

Erika Fourie joined the Statistical Consulting Services at the NWU in 2010 where she has since been involved in various research projects and postgraduate studies. She completed her PhD in Risk Analysis in 2015 and became a lecturer in the School of Mathematical and Statistical Sciences in 2017. She remains active at the NWU as a senior subject specialist and lecturer.

References

Al-Saraj, T. M. (2014). Revisiting the Foreign Language Classroom Anxiety Scale (FLCAS): the anxiety of female English language learners in Saudi Arabia. L2 Journal, 6(1), 50-76.

Amos 23.0.0 (Build 817). (2016). IBM Corporation. http://amosdevelopment.com

Awan, R.-U.-N., Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students’ achievement. Journal of College Teaching & Learning, 7(11), 33-40.

Blunch, N. J. (2008). Introduction to structural equation modelling using SPSS and Amos. Sage Publications.

Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Springer.

Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia – Social and Behavioral Sciences, 199, 648-656.

Cao, Y. (2011). Comparison of two models of foreign language classroom anxiety scale. Philippine ESL Journal, 7, 73–93.

Chen, I.-J. (2023). Effects of online international peer learning program on speaking ability and language anxiety. The Educational Review, USA, 7(8), 1052-1058. https://doi.org/10.26855/er.2023.08.002

Cheng, Y.-s., Horwitz, E. K., & Schallert, D. L. (1999). Differentiating writing and speaking components. Language Learning, 49(3), 3417-3446.

Cheng, Y. (2017). Development and preliminary validation of four brief measures of L2 language-skill-specific anxiety. System, 1-11. https://doi.org/10.1016/j.system.2017.06.009

Duong, L. T. T., & Nguyen, T. H. (2023). Freshman EFL learners’ anxiety in speaking classes and coping strategies. European Journal of Foreign Language Teaching, 7(3), 32-44. https://doi.org/10.46827/ejfl.v7i3.5019

Field, A. (2014). Discovering statistics using ISM SPSS Statistics. Sage Publications Ltd.

Grobler, C. (2020). Designing a model for a technology-enhanced environment developing the oral interactional competence of beginner language learners (Doctoral thesis, University of Antwerp). https://repository.uantwerpen.be/docstore/d:irua:897

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

Hung, R. W. C., & Swanto, S. (2023). Validating ESL speaking instrument for vocational college students: An exploratory factor analysis. In Proceedings of Educational Sciences: I-RoLE 2023: International Conference of Research on Language Education (pp. 243-249). European Proceedings. https://doi.org/10.15405/epes.23097.22

IBM SPSS Statistics Version 23, Release 23.0.0. (2016). IBM Corporation. http://www-01.ibm.com/software/analytics/spss/

Lee, M.-L. (2011). Differences in the learning anxieties affecting college freshman students of EFL. Global perspectives, local initiatives, 1, 169-182.

Linacre, J. M. (2014). A user’s guide to Winsteps Ministep Rasch-model computer programs: Program manual 3.81.0. Winsteps.com.

Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 121-136.

Pallant, J. (2005). SPSS Survival Manual (2nd ed.). Allen & Unwin.

Pan, J., & Lou, L. (2023). Research on the phenomenon of “Foreign Language Anxiety” based on individual differences of learners. Creative Education, 14, 1759-1772. https://doi.org/10.4236/ce.2023.149113

Panayides, P., & Walker, M. J. (2013). Evaluating the psychometric properties of the Foreign Language Classroom Anxiety Scale for Cypriot senior high school EFL students: The Rasch measurement approach. Europe’s Journal of Psychology, 9(3), 493-516.

Philips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76(1), 14-26.

Schutte, L., Wissing, M.P., Ellis, S.M. et al. Rasch analysis of the Meaning in Life Questionnaire among adults from South Africa, Australia, and New Zealand. Health and Quality of Life Outcomes 14,12. https://doi.org/10.1186/s12955-016-0414-x

Simons, M., & Decoo, W. (2007). Cette peur d’ouvrir la bouche: Comment vaincre l’anxiété dans l’apprentissage des langues ? Le français dans le monde, 352, 40-42.

Sperber, A. D. (2004). Translation and validation of study instruments for cross-cultural research. Gastroenterology, 126 Supplement 1, 124-128.

Tennant, A., & Conaghan, P. G. (2007). The Rasch measurement model in rheumatology: What is it and why use it? When should it be applied, and what should one look for in a Rasch paper? Arthritis & Rheumatism (Arthritis Care & Research), 57(8), 1358–1362.

Tóth, Z. (2008). A foreign language anxiety scale for Hungarian learners of English. Working Papers in Language Pedagogy, 2, 55-77.

Weiwei, L. (2023). An exploration of foreign language reading anxiety of young EFL students. Journal of English Language Teaching and Applied Linguistics, 5(3), 101-107. https://doi.org/10.32996/jeltal.2023.5.3.12