Social-psychological construct framework for Foreign Language Classroom Anxiety¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article grounds its study of Foreign Language Classroom Anxiety in four social-psychological constructs: goal-centred theory (Dreikurs, 1972), motivation as extrinsic and intrinsic forces (Maslow, 1943), self-efficacy as belief in competency to succeed based on performance accomplishments, vicarious experiences, verbal arousal and physiological states (Bandura, 1977), and sociocultural factors (Vygotsky, 1962). It states that "Several social-psychological constructs provided an important theoretical foundation for the study of the phenomenon of FLCA and the research aims of this study." The framework is used to interpret participants' interview and journal accounts across the three research aims.

Design Implications¶

Context¶

Requirements¶

• Interpretation of learner accounts through the constructs of goal-centred theory, motivation, self-efficacy and sociocultural factors

Constraints¶

• Applied in this study only to two Japanese adult EFL learners in secondary and tertiary settings in Japan and the USA

Target Learners¶

• adult Japanese EFL learners in secondary and tertiary education

Target Learning Objectives¶

• foreign language (English) speaking proficiency and classroom participation

Claims¶

• Flca Influences Outcomes Four Factors [+W]
• Speaking Practice Reduced Flca Increased Self Efficacy [+W]
• Anxiety in foreign language classroom learning experiences is linked with oral performance among Japanese EFL learners [+W]

Related Theories¶

• Maslow's Hierarchy of Needs
• Self-determination theory framework of intrinsic and extrinsic motivational orientations for L2 learning
• Self-determination theory: a motivation and personality theory built on three basic psychological needs
• SDT motivational spectrum from amotivation through four extrinsic regulations to intrinsic motivation
• Self-Determination Theory as a framework for L2/ESP motivation
• SDT motivation continuum: four forms of extrinsic motivation varying in autonomy
• Foreign Language Anxiety — the canonical page for this theory

Examples¶

-

Key Sources¶

• Andrew Leichsenring. (2010). The experiences of anxiety of Japanese EFL learners: A case study. https://eric.ed.gov/?id=ED537603