Abstract
Reasons of FLSA are highlighted in this book as a central part in light of FLSA being a prevailing phenomenon among EFL learners in China. Research efforts in FLSA, which is a comparatively underresearched area in China’s EFL teaching and learning, are expected to further the advancement of FLLA research in general and enhance EFL learning outcomes in the end.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Such as the education policy makers and implementers, English language teachers and learners at different levels, parents of these learners, textbook publishers, examination providers, leaders of the enterprises which might need their employees to be proficient in oral English, and even the employees themselves.
- 2.
By “key university”, I mean the universities under the direct administration of the Ministry of Education in China; there are 75 such universities in China (List of Universities, 2017). Consequently, all the other universities, institutes, and colleges in China are classified as “second-tier universities”.
- 3.
Students of each discipline study different programs. For example, students of Engineering major in Mechanical Engineering, Electronic Engineering, Material Engineering, Motor Engineering, etc. In this research, they are considered as one group: students of Engineering.
- 4.
Twelve (4%) of the 302 participants speak both Putonghua and one Chinese dialect as their mother tongues, and three of them (1%) did not report their mother tongue.
- 5.
Subject to the usual requirements for authorship acknowledgment, I have obtained permission from Professor Horwitz to use this scale in my study.
- 6.
According to Brown and Rodgers (2002, see p. 143 for details), there are 19 types of items that should be avoided in writing a good survey questionnaire, for example, overly long items, unclear or ambiguous items, negative items, incomplete items, items with overlapping choices, items across two pages, double-barreled items, loaded word items, absolute word items, leading items, prestige items, embarrassing items, biased items, irrelevant items.
- 7.
Normally, the coefficient ranges between 0 and 1. The closer it is to 1 the greater the internal reliability of the items in the scale (Cronbach, 1951). According to George and Mallery (2003, p. 231), the rules of thumb for the coefficient are:
≥0.9—Excellent;
≥0.8—Good;
≥0.7—Acceptable;
≥0.6—Questionable;
≥0.5—Poor; and
<0.5—Unacceptable.
- 8.
Inquiry auditing entails an audit trial consisting of raw data, data reduction, analysis products, etc., which is examined by another person or persons to confirm the findings or interpretations.
- 9.
Pearson correlation coefficient is a summary of the strength of the linear association between two variables named after Karl Pearson (Edwards, 1984). According to Pearson, if there is an opposite relationship between the predicted variables and the actual variables, the correlation coefficient is −1; if there is no relationship between the two variables, the correlation coefficient is 0; and a perfect match of the two variables gives a coefficient of 1. Thus a higher Pearson correlation coefficient indicates a stronger relationship between the two scales in this study.
- 10.
It is the normal practice to differentiate gender between “female (F)” and “male (M)”. However, I have to use “M” to stand for “moderate” level of FLA in the codes. Therefore, I use “girl (G)” and “boy (B)” instead to avoid any possible confusion.
- 11.
In EFL teaching practice in mainland China, translation skill is also one of the very important basic skills like the other four skills.
References
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155–168.
Anderson, L. W., & Burns, R. B. (1989). Research in classrooms: The study of teachers, teaching, and instruction. Oxford, England: Pergamon Press.
Babbie, E. R. (2004). The practice of social research (10th ed.). Belmont, CA: Thomson/Wadsworth.
Barone, J. T., & Switzer, J. Y. (1995). Interviewing art and skill. Boston: Allyn and Bacon.
Brown, J. D. (2001). Using surveys in language programs. Cambridge; New York: Cambridge University Press.
Brown, J. D., & Rogers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.
Bulmer, M. (Ed.). (2004). Questionnaires (Vol. 1-4). London: SAGE.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417–448.
Clément, R., & Kruidenier, B. G. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Clément’s model. Journal of Language and Social Psychology, 4(1), 21–37.
Converse, J. M., & Presser, S. (2004). Experimental evidence on question design. In M. Bulmer (Ed.), Questionnaires (Vol. 2, pp. 3–19). London: SAGE.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334.
Davis, K. A. (1992). Validity and reliability in qualitative research on second language acquisition and teaching. TESOL Quarterly, 26(4), 605–608.
Davis, K. A. (1995). Qualitative theory and methods in applied linguistics resarch. TESOL Quarterly, 29(3), 427–453.
Denzin, N. K. (1989). The research act: A theoretical introduction to sociological methods (3rd ed.). Englewood Cliffs, N.J.: Prentice Hall.
DeVellis, R. F. (1991). Scale development: Theory and applications. CA: Sage.
Dewaele, J.-M. (2007). Diachronic and/or synchronic variation? The acquisition of sociolinguistic competence in L2 French. In D. Ayoun (Ed.), Handbook of French Applied Linguistics (pp. 208–236). Amsterdam: Benjamins.
Donovan, L. A., & MacIntyre, P. D. (2004). Age and sex differences in willingness to communicate, communication apprehension and self-perceived competence. Communication Research Reports, 21(4), 420–427.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, N.J.: Lawrence Erlbaum Associates.
Edwards, A. L. (1984). An introduction to linear regression and correlation (2nd ed.). New York: W.H. Freeman.
Gable, R. K., & Wolf, M. B. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings (2nd ed.). Boston: Kluwer-Nijhoff.
Galton, M. (1997). Classroom observation. In J. P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (2nd ed., pp. 334–339). Oxford: Pergamon.
Gardner, R. C., Smythe, P. C., & Lalonde, R. N. (1984). The nature and replicability of factors in second language acquisition (No. 605 of Research Bulletin). Ontario: University of Western Ontario.
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
Gorden, R. L. (1998). Basic interviewing skills. Prospect Heights, Ill.: Waveland Press.
Graham, J. R., & Lilly, R. S. (1984). Psychological testing. Englewood Cliffs, N.J.: Prentice-Hall.
Hilleson, M. (1996). “I want to talk with them, but I don’t want them to hear”: An introspective study of second language anxiety in an English-medium school. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in second language education (pp. 248–275). Cambridge: Cambridge University Press.
Horwitz, E. K. (1983). Foreign language classroom anxiety scale (unpublished manuscript). The University of Texas at Austin.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559–562.
Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Boston: Pearson Education Inc.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
Johnson, S., & Nunn, A. (2007). Working with JOT 18 months on: Qualitative research in former Option 1 Pilot Districts (No. 409 of Research Report). Leeds: Department for Work and Pensions, Leeds Metropolitan University.
Kim, J.-H. (2000). Foreign language listening anxiety: A study of Korean students learning English. Unpublished Ph.D., The University of Texas at Austin, Texas, United States.
Kirk, J., & Miller, M. L. (1986). Reliability and validity in qualitative research. Beverly Hills: Sage.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications.
Lin, A. M. Y. (1996). Doing-English-lessons in secondary schools in Hong Kong: A sociocultural and discourse analytic study. Unpublished Ph.D., University of Toronto, Toronto, Canada.
Lin, A. M. Y. (1999). Doing-English-lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33(3), 393–412.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, Calif: Sage.
List of Universities. (2017). List of universities under direct administration of the Ministry of Education in China. Retrieved February 24, 2017, from http://www.moe.edu.cn/jyb_zzjg/moe_347/201508/t20150824_202647.html.
Lockerbie, B., & Borrelli, S. (1990). Question wording and public support for Contra aid. Public Opinion Quarterly, 54(2), 195–208.
Lofland, J., & Lofland, L. H. (1995). Analyzing social settings: A guide to qualitative observation and analysis (3rd ed.). Belmont, CA: Wadsworth.
MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective. Unpublished Ph.D., University of Western Ontario, London, Canada.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). CA: Sage Publications.
McCracken, G. (1988). The long interview. Newbury Park, CA: Sage.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, Calif.: Sage.
Miller, L. (2003). Academic lectures and listening in a second language: An ethnographic case study. Unpublished Ph.D., City University of Hong Kong, Hong Kong.
Miller, P. V., & Cannell, C. F. (1997). Interviewing for survey research. In J. P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (2nd ed., pp. 361–370). Oxford: Pergamon.
Minichiello, V., Aroni, R., Timewell, E., & Alexander, L. (1995). In-depth interviewing: Principles, techniques, analysis (2nd ed.). Melbourne: Longman.
Mulligan, D., & Kirkpatrick, A. (2000). How much do they understand? Lectures, students and comprehension. Higher Education Research and Development, 19(3), 311–335.
Nunn, A., Johnson, S., Kelsey, S., & Usher, D. (2007). Job outcome target national evaluation (No. 462 of Research Report). Leeds: Department for Work and Pensions, Leeds Metropolitan University.
Nunn, A., & Kelsey, S. (2007). Review of the adviser achievement tool (No. 453 of Research Report). Leeds: Department for Work and Pensions, Leeds Metropolitan University.
Peacock, M. (2010). Attribution and learning English as a foreign language. ELT Journal, 64(2), 184–193.
Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York: Teachers College Press.
Thorndike, R. L., & Thorndike, R. M. (1997). Reliability. In J. P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (2nd ed., pp. 775–790). Oxford: Pergamon.
Walker, E. (1997). Foreign language anxiety in Hong Kong secondary schools: Its relationship with the age-related factors, school form and self-perception. Unpublished Ph.D., The University of Hong Kong, Hong Kong.
Waxman, H. C. (2002). Classroom observation. Retrieved December 12, 2016, from http://www.answers.com/topic/classroom-observation.
Wolf, R. M. (1997). Questionnaires. In J. P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (2nd ed., pp. 422–427). Oxford: Pergamon.
Wragg, E. C. (1999). An introduction to classroom observation (2nd ed.). London: Routledge.
Yan, J. X. (1998). An examination of foreign language classroom anxiety: Its sources and effects in a college English program in China. Unpublished Ph.D., The University of Texas at Austin, Texas, United States.
Yang, G., & Lu, L. (Eds.). (2008). Chinese self: Psychological analysis (Zhongguoren de ziwo: Xinlixue de fenxi). Taipei: National Taiwan University Press (Taida chuban zhongxin).
Zeller, R. A. (1997). Validity. In J. P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (2nd ed., pp. 822–829). Oxford: Pergamon.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
He, D. (2018). Major Reasons Leading to FLSA. In: Foreign Language Learning Anxiety in China. Springer, Singapore. https://doi.org/10.1007/978-981-10-7662-6_4
Download citation
DOI: https://doi.org/10.1007/978-981-10-7662-6_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-7661-9
Online ISBN: 978-981-10-7662-6
eBook Packages: Social SciencesSocial Sciences (R0)