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

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

3. 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

4. Research measures
Participants
Instruments
Questionnaires and final mark

5. 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%).

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

7. 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%).

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

9. 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%).

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

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

12. Conclusion and suggestions
Teachers’ awareness
Suggestions for teachers