Dataset Information

Survey data of foreign language learners' enjoyment and anxiety in the U.S.

ABSTRACT: The data derive from a survey collected from 182 bilingual and multilingual speakers who are foreign language speakers from six language groups, including Mandarin Chinese, Japanese, Korean, Arabic, French, and Russian. They registered in beginning, immediate, and advanced levels of foreign language classes in a public four-year university in the Midwestern U.S. The survey was developed with an aim of exploring foreign language learners' enjoyment and anxiety in learning foreign languages. The survey was distributed by utilizing an online questionnaire, which is composed of four sections: 1) demographic information (9 items), 2) the Foreign Language Enjoyment Scale (FLES) (12 items), 3) the Foreign Language Classroom Anxiety Scale (FLCAS) (8 items), and 4) open-ended questions (2 items). Both FLES and FLCAS took the form of a 5-point Likert scale. The entire dataset is stored in an Excel file (.xls). The entire questionnaire is included as a supplementary file.

SUBMITTER: Weng TH

PROVIDER: S-EPMC7139155 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature

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Survey data of foreign language learners' enjoyment and anxiety in the U.S.

Weng Tsung-Han TH

Data in brief 20200131

The data derive from a survey collected from 182 bilingual and multilingual speakers who are foreign language speakers from six language groups, including Mandarin Chinese, Japanese, Korean, Arabic, French, and Russian. They registered in beginning, immediate, and advanced levels of foreign language classes in a public four-year university in the Midwestern U.S. The survey was developed with an aim of exploring foreign language learners' enjoyment and anxiety in learning foreign languages. The s ...[more]

PMID: 32280731

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Project description:While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs.

Project description:BackgroundNumerous studies have established that foreign language anxiety (FLA) has a significant impact on learners' language acquisition and performance. FLA is a unique form of anxiety that occurs in response to a certain circumstance. Even though a growing amount of research has extended to the examination of skill-based anxiety in specific, such as listening, speaking, reading, and writing, little used corresponding skilled-based FLA scales to assess learners' skill-based FLA at one group of learners. To fill a void in this line of research, the study aimed to explore learners' primary FLA by comparing their four language skill-specific FLAs with four different skill-based FLA scales. Additionally, we wished to investigate the variables that influence learners' FLA.MethodsAll participants in the study were first-year medical students. Individual instructors delivered and collected a total of 1023 questionnaires using an open questionnaire platform during normal English lessons in the mid-semester. SPSS 24.0 (Statistical Package for Social Science 24 version) was used to analyze all statistics. Internal validity tests were undertaken on each scale to ascertain the component structure of certain modified scales. The study employed the independent sample t-test and a statistical description to investigate students' major FLA and its variables.ResultsWith a mean value of 106.863, the predominant FLA arouses from English listening anxiety. English reading anxiety was the lowest, with a mean score of 62.726. Male and female students both demonstrated the greatest degree of FLA in English listening and the least anxiety in English reading. However, their mean difference was not statistically significant (t = 1.220). By comparing the mean scores for four skill-based FLAs across language proficiency groups, it became clear that the scores for the medium were much higher than the average, with average scores of ESA: 91.988, ELA: 106.864, EWA: 74.157, ERA: 62.726, respectively, and the higher-level group scored lower than the average. Students' prior English learning achievements are negatively connected with their FLA, with r values of -.207 (ELA), -.143 (EWA), and - .204 (ERA). The self-evaluation of students' English listening, writing, and reading abilities was considerably adversely connected with FLA, but the self-evaluation of their English-speaking abilities was favorably correlated with FLA.ConclusionA comparison of students' FLA revealed that the primary skill-based FLA is related to English listening anxiety. Regardless of gender or language proficiency level, FLA was mainly driven by foreign language listening anxiety in all individuals. Prior language achievement and students' self-evaluation are associated with their FLA.

Dataset Information

Survey data of foreign language learners' enjoyment and anxiety in the U.S.

Publications

Survey data of foreign language learners' enjoyment and anxiety in the U.S.

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