Effects of Big Five Personality Traits and Fear of Negative Evaluation on Foreign Language Anxiety (original) (raw)

English Language Anxiety and the Big Five Personality Factors

This study aimed at examining the relationship between the Big-Five personality factors (BFBFs) and English language anxiety (ELA) following a multivariate approach. The participants were 345 university students (58% female and 42% male) from non-English majors. Canonical correlation indicated that Neuroticism was positively correlated whereas both Openness to Experience and Agreeableness were negatively correlated with Communication Apprehension and Anxiety of English Class. Extraversion was found to be positively correlated with Test Anxiety and Fear of Negative Evaluation. No correlation was found between Conscientiousness and ELA. In the light of these findings, some pertinent implications were provided.

Big Five Personality Traits and Test Anxiety among English as a Foreign Language Learners

This study investigated Big Five Personality Traits and test anxiety of Turkish EFL learners. The data were gath-ered via two questionnaires, Goldberg’s (2001) International Personality Item Pool and adapted version of Sarason's (1984) Test Anxiety Scale. The main objectives were to find out partic-ipants' test anxiety and to identify personality traits predicting students’ test anxiety. Descriptive statistics showed that stu-dents had a moderate level of test anxiety. It was obvious that students had a confidence problem. Students believed that they would do better after the exam. On the other hand, the partici-pants were found to be less anxious about the motivation relat-ed items. Pearson product moment analyses yielded negative relationships between test anxiety and personality traits of ‘emotional stability’, ‘imagination’, and ‘extraversion’. Regres-sion analyses significantly identified ‘emotional stability’, and ‘imagination’ personality traits as predicting test anxiety.

The Relation between Linguistic Skills, Personality Traits, and Language Anxiety.

This study examines the relation between linguistic skills, personality types, and language anxiety amongst eighty Israeli Grade 11 students whose mother tongue is Hebrew and who are learning English as a second language. The participants were administered various tests measuring their basic linguistic skills in Hebrew as their first language (L1), including phonological and morphological awareness, working memory, rapid naming-and a series of language tests: vocabulary, word and text reading, pseudo-word reading, and spelling. They were also administered tests in English as a foreign language (EFL): vocabulary, word recognition, letter identification, text reading, and pseudo-word reading. All the participants completed an anxiety questionnaire with respect to both language sets, together with a personality questionnaire based on the Big Five model. The findings demonstrated a significant positive correlation between all the L1 and EFL linguistic skills. A significant negative correlation was obtained between the linguistic skills in both languages and anxiety towards English and Hebrew. The participants also exhibited similar levels of anxiety towards both languages. The results further identified the contribution made by personality types-neuroticism in particular-to the prediction of language anxiety and EFL success. All the findings are discussed in light of the literature, suggestions being made for future research possibilities.

The Relationship of Personality Traits with English Speaking Anxiety: A Study on Turkish University Students

Research in Educational Policy and Management, 2019

Speaking in front of people is challenging even in one's own language. Since personality and speaking anxiety are interrelated, students' personality types are important to find out the reasons for their anxiety. The aim of the current study is to determine the personality traits of the participants; to investigate their foreign language speaking anxiety levels; and to find out whether students' personality traits significantly predict their foreign language speaking anxiety. According to the results, extraversion, openness and conscientiousness significantly and negatively but neuroticism and agreeableness significantly and positively predict foreign language speaking anxiety. The majority have agreeableness which predicts foreign language speaking anxiety positively; this may explain why people cannot speak English in our country.

Anxiety and personality as indicators of academic performance in university foreign language classrooms

2021

The main purpose of this study is to test whether students’ performance in official language tests in the university context is influenced, apart from anxiety, by certain personality traits. A sample of 394 university students in Spain were assessed in language academic performance using the Test of English for International Communication: Listening and Reading (TOEIC L&R), Foreign Language Anxiety using the Spanish version of the Foreign Language Classroom Anxiety Scale (FLCAS), Test Anxiety, by means of the Spanish version of the Test Anxiety Inventory and Personality Traits through the Five Factor Inventory (NEO-FFI). Frequency analyses for the categorical variables, and means and standard deviations for continuous variables were calculated, and a forward stepwise regression model was used to assess the independent variables that contributed significantly to the variance in the score on the academic performance. Foreign Language Classroom Anxiety (FLCA) correlated most significan...

Factors associated with foreign language anxiety

Applied Psycholinguistics, 1999

Foreign language anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. This study of 210 university students examined factors that predict1 foreign language anxiety. A setwise multiple regression analysis revealed that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth) contributed significantly to the prediction of foreign language anxiety. An analysis of variance, which included trend analysis, revealed that freshmen and sophomores reported the lowest levels of foreign language anxiety, and that anxiety levels increased linearly as a function of year of study. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions f...

The Nexus between Iranian EFL Students' Big Five Personality Traits and Foreign Language Speaking Confidence

European Online Journal of Natural and Social Sciences, 2013

This study sought to explore the extent to which Iranian EFL students’ personality traits influence their foreign language speaking confidence in the classrooms. To do so, Big Five Inventory questionnaire developed by John et al. (1991) and foreign language speaking confidence questionnaire, based on MacIntyre et al. (1998) heuristic model, designed by Apple (2011) were applied to collect the data. 217 Iranian EFL learners were invited to participate in the study. Multiple regression analysis revealed that learners’ foreign language speaking confidence is positively affected by their personality trait. Findings also indicated that favorable social conditions in the classrooms and classroom climate influenced learners’ speaking confidence. Concerning the relationship between gender and foreign language speaking confidence, statistically significant association was found. Various educational implications and recommendations for further works were proposed. Normal 0 false false false R...

Factors Causing Foreign Language Anxiety (Fla) in Speaking

Journal of English Education and Teaching

This research attempted to find out the factors causing foreign language anxiety in speaking. This research was carried out by employing descriptive quantitative design. The population of this research was the third semester students of English Education Study Program of University of Bengkulu in academic year 2017/2018. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 29questions related to the anxiety. The results of this study showed that the students mostly had the anxiety. There were three factors that causing the anxiety of the students in speaking; Test Anxiety (Mildly Affected; Mean Score: 3.09), Fear of Negative Evaluation (Mildly Affected;Mean Score: 3.00), and Communication Apprehension (Mildly Affected; Mean Score: 2.90). In conclusion, there were three factors that causing the student’ anxiety in speaking, and the most dominant factors is the Test Anxiety. In addition, fro...