An investigation on foreign language classroom anxiety of Elementary School Students in Beijing Cheng Fen & Li Dongyun

Why I choose this title? Affective factors: language anxiety Few reports about primary school students anxiety Current situation

Research questions Understand current situation Investigate the foreign language anxiety level Compare the anxiety level between different grades, schools and genders Find out the correlation between anxiety level and achievement

Research measures Participants Instruments Questionnaires and final mark

Results Many elementary students are not at ease in their foreign language class. No.3 “I think that English is very interesting and am usually at ease during the foreign language class”(63%), No.5 “I don’t feel pressure prepare very well for language class”(62.4%) No. 12 “It wouldn’t bother me at all to take more foreign language classes”(60.7%).

Student anxiety constructs I. Test anxiety II. Fear of being less competent III. Being afraid to speak

I.Test anxiety No. 15, “If I am well prepared for English test, I wouldn’t feel anxious about it”, is 64.5%. No.9 “I am usually at case during the test in my language class” (58.6%).

II. Anxious students were afraid to speak in English. No. 4 “I feel confident when I speak in foreign language class” (46.1%).

III. Anxious students were worried that they were less competent than their classmates . They endorsed the statements in No. 8 “I keep thinking that the other students are better at languages than I am” (42.9%).

Anxiety level Different grades low Different schools Different genders High The anxiety level of boys is significantly higher than that of girls.

Correlation between foreign language anxiety level and English learning achievement correlation coefficient r=-.342 (p<.01)

Conclusion and suggestions Teachers’ awareness Suggestions for teachers