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Investigating Foreign Language Classroom Anxiety in Elementary School Students in Beijing

This study explores the levels of foreign language classroom anxiety among elementary school students in Beijing. The research aims to understand the current situation, compare anxiety levels between different grades, schools, and genders, and identify the correlation between anxiety and achievement. Questionnaires and final marks were used as research measures. The findings indicate that many elementary students are not at ease in their foreign language classes. Teacher awareness and suggestions for teachers are provided.

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Investigating Foreign Language Classroom Anxiety in Elementary School Students in Beijing

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  1. An investigation on foreign language classroom anxiety of Elementary School Students in Beijing Cheng Fen & Li Dongyun

  2. Why I choose this title? • Affective factors: language anxiety • Few reports about primary school students anxiety • Current situation

  3. Research questions • Understand current situation • Investigate the foreign language anxiety level • Compare the anxiety level between different grades, schools and genders • Find out the correlation between anxiety level and achievement

  4. Participants Instruments Questionnaires and final mark Research measures

  5. Results Many elementary students are not at ease in their foreign language class. No.3 “I think that English is very interesting and am usually at ease during the foreign language class”(63%), No.5 “I don’t feel pressure prepare very well for language class”(62.4%) No. 12 “It wouldn’t bother me at all to take more foreign language classes”(60.7%).

  6. Student anxiety constructs I. Test anxiety II. Fear of being less competent III. Being afraid to speak

  7. I.Test anxiety • No. 15, “If I am well prepared for English test, I wouldn’t feel anxious about it”, is 64.5%. • No.9“I am usually at case during the test in my language class” (58.6%).

  8. II. Anxious students were afraid to speak in English. • No. 4“I feel confident when I speak in foreign language class” (46.1%).

  9. III. Anxious students were worried that they were less competent than their classmates • .Theyendorsed the statements in No. 8 “I keep thinking that the other students are better at languages than I am” (42.9%).

  10. Anxiety level

  11. Correlation between foreign language anxiety level and English learning achievement correlation coefficient r=-.342 (p<.01)

  12. Conclusion and suggestions • Teachers’ awareness • Suggestions for teachers

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