Foreign Language Classroom Anxiety, Positive Orientation, and Perceived Teacher and Student Emotional Support among Iranian EFL Learners
الموضوعات : Research in English Language Pedagogy
Shiva Azizpour
1
,
Javad Gholami
2
1 - Department of English Language, Urmia University, Urmia, Iran.
2 - Department of English Language, Urmia University, Urmia, Iran.
الکلمات المفتاحية: Student Emotional Support, Foreign Language Classroom Anxiety, Teacher Emotional Support, Positive Orientation,
ملخص المقالة :
Research has demonstrated that many factors underlie foreign language classroom anxiety. This correlational study is an attempt to investigate the relationship between foreign language classroom anxiety (FLCA), positive orientation, and perceived teacher and student emotional support among Iranian EFL learners and examine the predictive power of positivity and perceived teacher and student emotional support on FLCA of Iranian EFL learners. To this end, 213 Iranian teenage and adult beginner EFL learners (127 teenagers and 86 adults) filled out the FLCA scale (Horwitz, Horwitz, & Cope, 1986), the positivity scale (Caprara, Alessandri, Trommsdorff, Heikamp, Yamaguchi, & Suzuki, 2012), and the teacher and student emotional support scales (Johnson & Johnson, 1983). Afterward, the researchers examined the correlations among variables, and multiple regression was run to find out the predictive power of positive orientation and perceived teacher and student emotional support on classroom anxiety. The findings revealed that there were significant relationships among all variables. Further, positivity and perceived teacher and student emotional support significantly predicted FLCA levels of Iranian teenage and adult beginner EFL learners. It is noteworthy that EFL teachers require formal training to establish rapport and positive relationships with their students, minimize their FLCA, and create a friendly, supportive, and non-threatening learning environment in their EFL classes in Iranian language schools.
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