ERIC Number: ED411674
Record Type: RIE
Publication Date: 1997
The Effects of Foreign and Second Language Students' Irrational Beliefs and Anxiety on Classroom Achievement.
A study investigated the relationships between anxiety experienced by students in the second language classroom (usually associated with test anxiety, fear of negative evaluation, and communication apprehension), irrational thoughts associated with these anxieties, and classroom achievement among three groups of language learners. The Foreign Language Classroom Anxiety Scale and Irrational Beliefs Test were administered to 94 college students of Russian (n=23), Spanish (n=30), and English as a second language (ESL) (n=41) at various levels of difficulty. ESL learners were native speakers of a wide variety of languages. Results did not reveal significant correlations between language anxiety and irrational thought. Differences in students' mean scores on both instruments were also generally weak. Moderate negative correlations between language anxiety and classroom achievement comparable to that found in previous research was shown, but similar correlations did not occur between irrational thought and classroom achievement. The instruments used, and data summaries, are appended. Contains 64 references. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A