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Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

Author

Listed:
  • Armineh Martirossian
  • Anahid Hartoonian

Abstract

Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are two important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For collecting data, Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) were used. To analyze the data, Kendall correlation was run. The results revealed that there is a negative relationship between FLCA (communication apprehension, test anxiety, & fear of negative evaluation) and SRLSs (cognitive strategy use & self-regulation).

Suggested Citation

  • Armineh Martirossian & Anahid Hartoonian, 2015. "Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use," English Language Teaching, Canadian Center of Science and Education, vol. 8(12), pages 209-209, December.
    • Handle: RePEc:ibn:eltjnl:v:8:y:2015:i:12:p:209
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    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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