Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

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dc.contributor.authorDewaele, Jean-Marc
dc.contributor.authorAl-Saraj, Taghreed M.
dc.date.accessioned2015-10-13T14:18:43Z
dc.date.available2015-10-13T14:18:43Z
dc.date.issued2015-06-01
dc.description.abstractThe present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.pl_PL
dc.description.articlenumber2pl_PL
dc.description.journaltitleStudies in Second Language Learning and Teachingpl_PL
dc.description.number2pl_PL
dc.description.pageof205pl_PL
dc.description.pageto228pl_PL
dc.description.volume5pl_PL
dc.identifier.citationStudies in Second Language Learning and Teaching, 2015, vol. 5, no. 2, pp.205-228pl_PL
dc.identifier.doihttps://doi.org/10.14746/ssllt.2015.5.2.2
dc.identifier.issn2083-5205
dc.identifier.urihttp://hdl.handle.net/10593/13914
dc.language.isoenpl_PL
dc.publisherZakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszupl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectForeign Language Classroom Anxietypl_PL
dc.subjectEnglish as a foreign languagepl_PL
dc.subjectArabic learnerspl_PL
dc.subjectself-perceived proficiencypl_PL
dc.subjectFrequency of usepl_PL
dc.subjectEmotional Stabilitypl_PL
dc.subjectSocial Initiativepl_PL
dc.titleForeign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variablespl_PL
dc.typeArtykułpl_PL

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Studies in Second Language Learning and Teaching, 2015, vol. 5, no. 2
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