The Interplay between Language Anxiety, Locus of Control and Language Proficiency in Online Classes: The Case of EFL Learners
محورهای موضوعی : language teaching
حسین میرزایی
1
(
گروه آموزش انگلیسی، دانشگاه شیراز، شیراز، ایران
)
رحمان صحراگرد
2
(
گروه آموزش انگلیسی، دانشگاه شیراز، شیراز، ایران
)
کلید واژه: Locus of Control, language proficiency, language anxiety, online classes for EFL learners,
چکیده مقاله :
The present study investigated the interplay between language anxiety, locus of control, and language proficiency of EFL students in online classes. The participants of the study were 67 upper-intermediate students between 18 to 30 years old and were selected randomly from a few language institutes in Shiraz. Two questionnaires and a proficiency test were used: Chametzky’s Online World Language Anxiety Scale, Rotter’s Locus of control questionnaire, and The Examination for the Certificate of Proficiency in English. Pearson-product-moment correlation, multiple regression analysis, and independent-samples t-test were run to answer the research questions. The results of the study revealed a strong negative correlation between locus of control and language proficiency, meaning that those who had higher scores on the proficiency test were internal. In addition, a strong negative correlation was found between language anxiety and language proficiency, indicating that anxiety has adverse effects on language proficiency. Thirdly, both locus of control and language anxiety could predict language proficiency, but the former was a better predictor. This means that the effect of locus of control is much higher than anxiety on the language proficiency of Iranian EFL learners in online classes. This research can help students and teachers to recognize individual differences better.
مطالعه حاضر با هدف بررسی رابطه بین اضطراب زبانی، منبع کنترل و مهارت زبانی در کلاس‌های برخط انجام شد. شرکت کنندگان در این پژوهش 67 دانش آموز متوسط به بالا بودند که بین 18 تا 30 سال سن داشتند و از مؤسسات زبان انگلیسی شیراز به صورت تصادفی انتخاب شدند. از دو پرسشنامه و یک آزمون مهارت به نام‌های مقیاس اضطراب زبانهای جهانی برخط، پرسشنامه منبع کنترل راتر و آزمون مهارت زبان انگلیسی استفاده شد. برای پاسخگویی به سؤالات پژوهش از همبستگی پیرسون، تحلیل رگرسیون چندگانه و آزمون تی مستقل استفاده شد. نتایج مطالعه نشان داد که یک همبستگی منفی قوی بین منبع کنترل و مهارت زبانی پیدا شد ، بدین معنی که آن هایی که نمرات بالاتری درتست مهارت زبانی داشتند دارای منبع کنترل درونی بودند. علاوه بر این، یک همبستگی منفی قوی بین اضطراب زبانی و مهارت زبان یافت شد که نشان می دهد اضطراب تاثیرمعکوسی برمهارت زبانی دارد. سوم اینکه منبع کنترل و اضطراب زبانی هردو می توانند مهارت زبان را پیش بینی کنند، اما منبع کنترل پیش بینی کننده بهتری بود. این بدان معناست که تأثیر منبع کنترل بسیار بیشتر از اضطراب بر مهارت زبان انگلیسی زبان آموزان ایرانی در کلاس های برخط است. این مطالعه به معلمان و دانش آموزان کمک می کند تا تفاوت های فردی را بهتربشناسند.
Abbas, S. A. (2016). Writing apprehension and performance of Iraqi EFL students according to their academic locus of control orientation. International Journal of English Language Teaching, 4(7), 34-48.
Akunne, L. I, & Anyamene, A. N. (2021). Locus of control and self-esteem as correlates of secondary school students’ academic achievement in English language in Anambra state. Asian Journal of Advanced Research and Reports, 15(2), 46-54.
Ameriks, Y. (2009). Investigating validity across two test forms of the examination for the certificate of proficiency in English (ECPE): a multi-group structural equation modeling approach. Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University.
Al Mulhim, E. N. (2021). Flipped learning, self-regulated learning and learning retention of students with internal/external locus of control. International Journal of Instruction, 14(1), 827-846.
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
Andrade, M., &Williams, K. (2009). Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions. Sophia Junior Faculty Journal, 29, 1-24.
Aslan, E., & Thompson, A. S. (2021). The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. The Language Learning Journal, 49(2), 189-202.
Badakhshan, S. (2012). The Relationship between Reading Anxiety and Locus of Control among Iranian EFL learners. The Iranian EFL Journal, 4, 133-152.
Bashosh, S., Nejad, M. A., Rastegar, M., & Marzban, A. (2013). The relationship between shyness, foreign language classroom anxiety, willingness to communicate, gender, and EFL proficiency. Theory and Practice in Language Studies, 3(11), 2098.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. The Modern Language Journal, 65(1), 24-35.
Bozorgi, S. (2009). On the Relationship between Locus of Control and the Grade Point Average of the Iranian Azad University EFL Students. Online Submission.
Chametzky, B. (2019). The online world language anxiety scale (OWLAS). Creative Education, 10, 59-77.
Chang, M. M., & Ho, C. M. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22(3), 189-206.
Cheraghi, M. (2018). The relationship between attribution style, locus of control and self efficacy marital with marital satisfaction in married People in Ahvaz. Unpublished Masters Thesis. University of Hormozgan.
Clément, R. (1986). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and social Psychology, 5(4), 271-290.
Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university student with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62.
Dewaele, J . M. (2012) Learner internal psychological factors. In: Herschensohn, J. and Young- Scholten, M. (eds.) The Cambridge handbook of second language acquisition (pp. 159-179). Cambridge, UK: Cambridge University Press.
Ehsani, F., & Moghaddam, J. N. (2021). The relationship between willingness to communicate, locus of control and foreign language anxiety among Iranian EFL learners. Iranian Evolutionary and Educational Psychology Journal, 3(3), 319-331.
Endler, N. S., & Kocovski, N. L. (2001). State and trait anxiety revisited. Journal of Anxiety Disorders, 15(3), 231-245.
Eysenck, M. W. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13,363-385.
Fakeye, D. O. (2011). Locus of control as a correlate of achievement in English as a second language in Ibadan. Journal of International Social Research, 4(17), 546-552.
Furnham, A., & Ribchester, T. (1995). Tolerance of ambiguity: A review of the concept, its measurement and applications. Current Psychology, 14(3), 179-199.
Ghonsooly, B., & Elahi, M. (2010). Validating locus of control questionnaire and examining its relation to General English (GE) achievement. The Journal of Teaching Language Skills (JTLS), 2( 1), 117-143.
Heidari, F., & Khorasaniha, N. (2013). Delving into the relationship between LOC, MI, and reading proficiency. Journal of Language Teaching and Research, 4(1), 89-96.
Horwitz, E., Horwitz, M., and Cope, J.(1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Kılıç, A. (2021). Academic locus of control: Voluntary English preparation program students of a Turkish university. Master's thesis, Bursa Uludağ Üniversitesi.
Maclntyre, P. D., & Gardner, R. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41, 85-117.
MacIntyre, P. D. (1998). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning (pp. 24-45). Boston: McGraw-Hill.
Marks, L.I. (1998). Deconstructing locus of control: Implications for practitioners. Journal of Counseling and Development, 76, 251-260.
Nan, J., & Haoda, F. (2020). Research on students’ anxiety in online English classes during the epidemic. Advances in Social Science, Education and Humanities Research, 496, 627-633.
Nijat, N., Atifnigar, H., Chandran, K., Tamil Selvan, S. L., & Subramonie, V. (2019). Psychological Factors that Affect English Speaking Performance among Malaysian Primary School Pupils. American International Journal of Education and Linguistics Research, 2(2), 55-68.
Nowicki, S. (2016). Choice or Chance: Understanding your locus of control and why it matters. New York, NY: Prometheus Books
Oxford, R. L. (1999). Anxiety in the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58–67). Cambridge: Cambridge University Press.
Pallant, J. (2016). SPSS Survival manual: A step by step guide to data analysis using IBM SPSS. New York: McGrew Hill.
Peek, R. (2016). Exploring learner autonomy: language learning locus of control in multilinguals. International Journal of Multilingualism, 13(2), 230-248.
Rastegar, M. (2010). A study of causal relationship between attitude, self-esteem, ambiguity tolerance, locus of control, and language proficiency of Iranian learners of the English as a foreign language. International Journal of Psychology (IPA), 4(1).
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618.
Rotter, J. B. (1954). Social learning and clinical psychology. Prentice-Hall,
Inc. Retrieved from https://doi.org/10.1037/10788-000
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1–28.
Salmani Nodoushan, M. A. (2012). The impact of locus of control on language achievement. International Journal of Language Studies, 6(2), 123-136.
Seidikenova, A., Malshy, M., & Akkari, A. (2020). Language anxiety in online education. Central Asian Journal of Social Sciences and Humanities, 6(4), 28-34.
Sotoudehnama, E., & Hosini Otaghsarayi, S. (2014). The relationship between locus of control, test anxiety, sex, and listening comprehension test performance of Iranian undergraduate EFL students. ZABANPAZHUHI (Journal of Language Research), 6(12), 57-74.
Sparks, R., & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences? Modern Language Journal, 75, 3-16.
Spielberger, C. D. (1983). State-trait anxiety inventory for adults. https://doi.org/10.2466%2Fpms.1983.57.1.15
Türk-Kurtça, T., & Kocatürk, M. (2020). The role of childhood traumas, emotional self-efficacy and internal-external locus of control in predicting psychological resilience. International Journal of Education and Literacy Studies, 8(3), 105-115.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75, 426-439.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of Foreign Language Enjoyment. Sustainability, 12(4), 1302.
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education/ Revue Canadienne des jeunes chercheures et chercheurs en education, 1(1), 1-12.
