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1021 presentation

  1. 1. Listening Comprehension and Anxiety in the Arabic Language Classroom Company LOGO Presenter : Adam Wang Adviser : Dr. Pi-Ying Teresa Hsu Date : October 21, 2013
  2. 2. Citation Elkhafaifi, H. (2005). Listening Comprehension and Anxiety in the Arabic Language Classroom. The Modern Language Journal, 89(2), 206-220. 2
  3. 3. Contents 1 2 Literature Review 3 Methodology 4 Results 5 Discussion 6 3 Introduction Reflection
  4. 4. Introduction 4
  5. 5. Introduction  Definition of terms LCTL = less commonly taught languages FLCAS = Foreign Language Classroom Anxiety Scale FLLAS = Foreign Language Listening Anxiety Scale 5
  6. 6. Introduction  Background Anxiety plays an important role in foreign language (FL) students’ classroom performance, and its potentially detrimental effect on learners in foreign or second language (FL) classes has concerned FL educators for years. 6
  7. 7. Introduction  Gap There are some published studies concerning the issue of listening anxiety in FLs, but none has examined FL learning anxiety or listening anxiety in Arabic. 7
  8. 8. Introduction  Purpose of the study a. To determine whether general FL anxiety and listening anxiety are separate phenomena in the Arabic language classroom b. To examine correlates of learning and listening anxiety and to evaluate the differences in these two types of anxiety across learner characteristics and type of Arabic course 8
  9. 9. Introduction  Research Questions QuestQuestion 3 son Corson ion) ion 2 ion (Pear r elat Quest (Pear1 (ANOVA) Cor r elat ion) Are FL learning anxiety and listening anxiety Do FL levels of learning anxiety and levels correlation with achievement (course grade and listening anxiety differ across categories of listening comprehension anxietyand academic grade) Does listening course, andexist as a gender, level of Arabic course type experience (year in school and level of Arabic course)? (elective, required,distinguishable phenomenon or major)? general FL learning anxiety? 9 from
  10. 10. Literature Review 10
  11. 11. Literature Review Bailey (1983) explored the correlation between anxiety and learners’ performance and concluded that a high level of anxiety could have adverse effects on student’s FL performance. (Bailey, 1983) Spielmann and Radnofsky (2001) concluded that anxiety has a detrimental effect on language acquisition. (Spirlmann & Radnofsky, 2001). 11
  12. 12. Literature Review Depending on the individual, anxious FL learners may express their feelings through avoidance behavior, such as skipping language class, failing to prepare for class or avoiding eye contact with the instructor. (Bailey, 1983) 12
  13. 13. Methodology 13
  14. 14. Methodology  Participants 107 male 14 126 f emale
  15. 15. Methodology  Instrument 15
  16. 16. Methodology  Foreign Language Classroom Anxiety Scale (FLCAS) 16
  17. 17. Methodology  Foreign Language Listening Anxiety Scale (FLLAS) 17
  18. 18. Methodology  Procedure 18
  19. 19. Results 19
  20. 20. Results Quest ion 1 (Pear son Cor r elat ion) The Pearson r (see Table 3) Does listening anxiety exist as a indicateddistinguishable from a significant positive phenomenon relationship between the two general FL learning anxiety? scales (r = .66, p < .01). 20
  21. 21. Results Q uest ion 2 (Pear son Cor r elat ion) Are FL learning anxiety and listening anxiety levels correlation with achievement (course grade and listening comprehension grade) and academic experience (year in school and level of Arabic course)? 21
  22. 22. Year in School. There was a small, but Listening Grade The results in Table 3 Results statistically significant negative correlation show a significant negative correlation (see Table 3) between listening anxiety and between listening anxiety (FLLAS) and the final listening comprehension grade the participant’s year of postsecondary instruction (r = −.13, p < .05). (r=-.70, p <.01) Level of Arabic Course. Theshows a General Grade Table 3 data revealed a small, but statistically significant negative significant negative correlation correlation (see Table 3) between listening between listening anxiety and course (r the anxiety and the level of the Arabic final general grade (r = −.65, p < . =−.19, p < .01). 01). 22
  23. 23. ListeningGrade. The results also showed a Table Year in School. There resultssmall, but 3) General Grade. The was a (see Results Level of Arabic Course. There was a small showed a significant negative correlation statisticallynegative correlation between FL significant significant negative correlation but statistically significant negative betweenand the Table 3) between the (see Table 3)anxiety (FLCAS) andFL = final anxiety FL between FL learning anxiety correlation (see final course grade (r −.54, listening comprehension grade (r < .05). and the year in school (r level of p= −.53, p p < .01). learning anxiety and the = −.15, the Arabic < .01). course (r = −.22, p < .01). 23
  24. 24. Results Q uest ion 3 (ANOVA) Do FL levels of learning anxiety and listening anxiety differ across categories of gender, level of Arabic course, and course type (elective, required, or major)? 24
  25. 25.  Main Effect 1 : Level of Arabic study. 25
  26. 26.  Main Effect 2 : Gender 26
  27. 27.  Main Effect 3 : Course Type 27
  28. 28. Discussion 28
  29. 29. Discussion For both listening and FL learning anxiety, small, but statistically significant negative correlations between anxiety and the student’s year in school emerged. 29
  30. 30. Reflection 30
  31. 31. Reflection 31
  32. 32. Questionnaire  English Listening Comprehension Strategy Questionnaire 32
  33. 33. Questionnaire  English Listening Comprehension Strategy Questionnaire 33
  34. 34. Questionnaire  Foreign Language Listening Anxiety Scale (FLLAS) 34
  35. 35. 35

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