African Educational Research Journal

Special Issue 8(2), pp. S164-S169, October 2020

DOI: 10.30918/AERJ.8S2.20.044
ISSN: 2354-2160
Full Length Research Paper

Foreign language anxiety of adolescent students

Filiz Tuncel1, Asım Yapıcı2, Pınar Akman1*, Abdullah Cemil Elçi1, Burcu Demirogları1 and
Mahmut Oğuz Kutlu1
1
Faculty of Education Sciences, Çukurova University, Adana, Turkey.
2
Faculty of Islamic Sciences, Ankara Sosyal Bilimler University, Ankara, Turkey.

ABSTRACT

Anxiety has been a problem to many foreign language students and educators for many years. Studies on
the anxiety of students regarding foreign languages have been conducted by educators, foreign language
teachers, education experts and researchers. Thus, foreign language anxiety has become the focus of
language learning. In the research, attempts have been made to reveal the effect of gender, class levels,
and ages of adolescents on the anxiety felt in foreign language classes. Descriptive survey model has
been used in this research. Research sample consist of eighty-one (81) students aged 13-15, in the 7th and
8th grade at Adana / Seyhan Mehmet Akif Secondary School, and in the 2016-2017 academic year. The
"Foreign Language Classroom Anxiety Scale" prepared and developed through a validity and reliability
research, has been used for these randomly selected students. The arithmetic mean, standard deviation,
corrected mean and standard error values of scores obtained from Foreign Language Class Anxiety Scale
have been calculated. Independent groups t-test and one-way variance analysis have been applied to
determine if differences are significant or not. According to the result obtained, it has been determined that
there is significant difference in the support of female students from the point of gender factor in foreign
language anxiety during adolescence. However, there is no significant difference in grade level and age
factors. Considering gender, grade level, and age factors, increasing the number of foreign language
anxiety research at all levels has been suggested.

Keywords: Anxiety, foreign language anxiety, adolescent, gender, grade level, age.
*Corresponding author. E-mail: [email protected]. Tel: 90-553-980-4867.

INTRODUCTION

Adolescence, which is the transition process from adequately aware of themselves and their potential, they
childhood to adulthood, is a period when a person may experience disappointment in the face of the
experiences very rapid changes and transformations in negativity and failures they encounter. This situation may
physical, cognitive, emotional and social terms. While lead to a decrease in their self-esteem and an increase in
adolescents develop physically, they also begin to think their anxiety level. Additionally, when they feel blocked
abstract, versatile, and multiple in cognitive terms. and experience a relative sense of deprivation, they may
Increasing interest and curiosity in sexuality, emotional exhibit psychologically reactive behaviors (Kulaksızoğlu,
independence from the family, as well as the search for 2020).
peers, identity, belief and ideology, and finally, efforts to The issues mentioned so far reflect the developmental
develop a unique morality are the basic characteristics of characteristics of the adolescence period. If we take into
adolescents (Steinberg, 2017; Kulaksızoğlu, 2020). Along account the historical time factor, it can be said that the
with all these, the beliefs of resilience (I can afford cognitive and psychosocial development of adolescents
everything) and indestructibility (nothing will happen to in this sense, their interests, desires, fears, anxieties,
me) develop, especially in adolescents who are expectations, world views, and personality structures
extremely confident in their mental and physical have undergone a radical change in the age we live in.
development. Moreover, when adolescents are not Although it is partially different in rural and urban areas,
 Tuncel et al. 165

the education process extends until the mid-twenties, and separated from each other with certain criteria. According
consequently the age of marriage increases. to psychologists, fear, whose object is concrete, has a
The phenomenon of delayed adolescence and high intensity and a short life span. Anxiety, whose object
prolonged youth, which was previously described as is abstract and imaginary, has a weak intensity and a
exceptions in the literature, has become more and more long duration. At this point, it is noteworthy that the fear
observable with each passing day. Twenge (2009) states and anxiety experienced at a normal level ensures the
that in this new world, adolescent homework has continuation of the human being, motivate the human
changed, the age of emotional maturation increases, the being, increase perseverance and determination. In this
sense of responsibility is not sufficiently developed, and sense, it can be easily said that the optimal level of fear
dependence on parents increases. In fact, interesting and anxiety is beneficial (Schulz, 1991; Cüceloğlu, 1994).
definitions are made for adolescents as “both their self- However, when these are felt lightly, they do not
esteem and anxiety levels are high”. provide sufficient motivation, and when they are
In the postmodern world, global factors, especially experienced excessively and intensely, they can become
marketing and digital media, affect people's health and harmful to the individual with the high tension they create.
well-being, as well as their life flow and speed. In other words, if the strength and length of fear and
Sociologists mention that the death of time and distance anxiety, which gives life energy, is lived in the right place
has been declared in a world turning into a global village and at the right pace, it can have a negative impact on
(Robertson, 2000; Harvey, 1997; Yapıcı and Yıldırım, the individual's everyday life, career, relationship and
2003). With these dizzying trends affecting all age academic performance; when fear is experienced
groups, legislation, social policies and service structures excessively, the feeling of dread and anxiety increases,
are taking on a new form and shape, and the with panic and anxiety disorder seen. In this sense, there
conventional meanings of adolescence are experiencing is a reflective perception of threat and danger in all
fundamental changes in this process. anxiety disorders. This perception of threat and danger
Adolescence is now defined as the 10-24 age range can lead to life restriction and functional impairment in
rather than the 10-19 age range (Sawyer et al., 2018). various areas. According to Eysenck and Wilson (1998:
Adolescence, where physical, cognitive, emotional and 80), "Those who are highly anxious start to experience
social developmental maturation is observed, is moving immediate and serious mental breakdown due to their
in a different direction, with the opportunities and wrong deeds, they worry about many unnecessary and
challenges of historical times. Especially with the unlikely issues." Since the autonomic nervous system is
digitalization and virtualization process, it is noted that highly active in these people, psychological symptoms
conceptualizations such as “I generation” (Twenge, 2009) such as excessive tension, anxious waiting and
and “Narcissist generation” (Twenge and Campell, 2010) distraction are frequently observed. Those with low
have been surpassed and new types of adolescents anxiety levels are calm and peaceful; they are generally
called “i-generation” have emerged (Twenge, 2018). resistant to irrational fears and anxieties (Mannoni, 1992;
Adolescence has become much more problematic with Batlaş and Batlaş, 1990; Köknel, 1990; Cüceloğlu, 1994).
digital technology in a problematic era. On the one hand, adolescents experience problems in
Researchers mention that adolescents experience their relationships with their social environment,
anxiety in health and image, economic status, school especially their family and friends; on the other hand,
success, friendship and romantic relationships (Akse et they may experience anxiety due to individual reasons,
al., 2007). As it is understood, the relationship between such as image, visibility and desire to be liked. School,
adolescence and anxiety makes its presence felt more in examination, romantic relationships and future design
the postmodern social structure than in traditional and can become prominent in adolescence anxiety
modern societies. (Cüceloğlu, 1994).
Adolescence is relatively different from other age As the state of anxiety increases, the problems of not
groups with its unique anxiety, fear, expectations and being able to focus on a subject and making sense of
designs. The developmental tasks of adolescence and what is happening in the outside world may begin (Kutlu,
the conditions of the period bring new situations and 2001). Anxiety, which is one of the most serious
different needs. The needs met and unmet, the changes problems of our age, makes its effects felt on many
in the meaning and purpose of life, the shortening of the issues, especially the individual's achievement of a job
time interval between desire and satisfaction, the and academic performance (Spielberger et al., 1971;
situation of being stuck between pleasure and security, Hilgard et al., 1971).
increase the anxiety of adolescents. In a research conducted, anxiety is generally divided
Clarifying the relationship and difference between into two as continuous and state (Öner and Le Compte
anxiety and fear may be functional in distinguishing (1998: 1-2). Scovel (1978) defines constant anxiety as an
adolescents' fears and anxieties. However, it should be individual's permanent tendency to be anxious. State
emphasized that fear and anxiety may be intertwined anxiety is a temporary anxiety type that occurs under
from time to time. However, these two concepts can be certain conditions. For example, this is generally the case
 Afr Educ Res J 166

when a person who is not anxious only gets anxious scientists to conceptualize foreign language anxiety as a
when speaking in front of the public, taking an unique type of anxiety specific to language learning. The
examination or interview. Young (1994) expresses the theoretical model of foreign language anxiety plays a
situations that cause anxiety about the learner as low major role in language anxiety research, making them
self-esteem, competitiveness, perceiving oneself as effective researchers in this field.
incompetent, communication problem, feeling incomplete Horwitz et al. (1986) suggests that foreign language
within the group, and biased attitudes and stereotypical anxiety should be seen as a situation-specific anxiety,
attitudes and beliefs regarding language learning. based on their clinical experience with university students
People can learn more when their minds are empty and in their teaching processes and the feedback they
free from anxiety. Since people who teach and learn a received from 30 students who participated in a support
foreign language play an important role in the acquisition group for language learning, not because it stems from
of a foreign language, more emphasis is needed on the uniqueness of the learning of the foreign language.
understanding the anxiety factor. For this reason, According to Horwitz et al. (1986), no other field of study
research has been conducted on students' anxiety about includes self-concept and self-expression to the same
foreign language by many educators, foreign language extent as foreign language learning. This feature
teachers, education experts and researchers. Over the distinguishes the anxiety caused by learning a foreign
years, it is stated that foreign language anxiety has language from other academic concerns. Students with
become an obstacle in language learning (Fadillah, general anxiety are likely to experience foreign language
2010). Although many people claim to have a mental anxiety. However, it is not uncommon for those who are
barrier to learning a foreign language, the same very good in other fields to fail in learning a foreign
individuals may be successful and strongly motivated language (Trang, 2012).
learners in other situations. So, what prevents them from Although the theory of Horwitz et al. (1986) evolved
achieving their desired goal? There may be anxiety that mainly from clinical data, numerous studies confirm the
hinders their ability to perform successfully in foreign anxiety theories specific to language learning by adopting
language lessons. the theoretical model. This theoretical model shows that
Just as anxiety negatively affects the success of some foreign language anxiety can be differentiated from
people in science or mathematics, it also affects some general anxiety, and that there is a weak relationship
people negatively in learning foreign languages. When between general anxiety and foreign language anxiety.
anxiety is limited to language learning, it falls into the Chen and Chang (2004) interprets foreign language
specific category of anxiety reactions. Psychologists use anxiety as a condition-specific form of anxiety that is
the term specific anxiety response to distinguish people uniquely associated with foreign language learning.
who are usually anxious in various situations from those These results supported the theory of Horwitz et al.
who are anxious only in certain situations. Second, (1986) of a unique type of anxiety specific to foreign
language researchers and theorists are aware that language learning (Trang, 2012).
anxiety is often linked to language learning. Teachers The aim of this research is to determine the effect of
and students often feel that anxiety is a major obstacle to adolescent students' gender, grade levels, and ages on
overcome in learning to speak another language, and the anxiety felt in foreign language lessons. The following
approaches to foreign language teaching are aimed at questions have been sought in the research:
reducing learner anxiety. Foreign language anxiety is
defined as a conceptually different variable in foreign - Is there a statistically significant difference in the anxiety
language learning and interpreted in the context of the experienced by adolescent students in foreign language
existing theoretical study on specific anxiety responses, lessons according to their gender?
trying to fill the gap in this area (Horwitz et al., 1986). - Is there a statistically significant difference in the anxiety
Researchers define foreign language anxiety in experienced by adolescent students in foreign language
different ways. According to Clement (1980), students' lessons according to their grade level?
feelings and self-confidence come to the fore in foreign - Is there a statistically significant difference in the anxiety
language anxiety. Emphasizing the distinctive feature of experienced by adolescent students in foreign language
foreign language anxiety, Young (1992) defines it as a lessons according to their age?
complex psychological phenomenon specific to language
learning. MacIntyre and Gardner (1994b) examines
foreign language anxiety in speaking, listening, etc. METHODOLOGY
especially in a foreign language context; it is treated as a
feeling of anxiety or a negative emotional reaction to Research model
learning. In fact, these definitions came about by the
claim of Horwitz et al. (1986), that foreign language In the research, descriptive survey model has been used.
anxiety is "a phenomenon related to but distinguishable Descriptive survey models are models designed to
from other concerns". Horwitz et al. (1986) are the first describe events or situations (Karasar, 1998).
 Tuncel et al. 167

The universe and sample of the research analysis were applied to determine if differences were
significant or not.
Research universe is made up of students studying in the
2016-2017 academic year at Adana / Seyhan Mehmet
Akif Secondary School. The research sample comprises RESULTS AND DISCUSSION
eighty-one (81) students aged 13-15, in the 7th and 8th
grade at Adana / Seyhan Mehmet Akif Secondary Students' foreign language anxiety according to
School, and in the 2016-2017 academic year, student gender
selection was done randomly.
Independent groups t-test results regarding the average
scores reached from whole Foreign Language Class
Data collection tools Anxiety Scale are shown in Table 1 to determine if there
is a significant difference according to gender in students'
In this research, Foreign Language Classroom Anxiety anxiety about foreign language. According to Table 1,
Scale has been used as a data collection tool. "Foreign average scores of the independent groups regarding the
Language Classroom Anxiety Scale" prepared by Horwitz average scores of whole Foreign Language Classroom
and Cope (1986) was examined and questions were Anxiety Scale was 2.57 when examined for male
formed by Öner and Gedikoğlu (2007). The first draft of students, and average of the total scores was 2.64 when
scale was conducted on 80 students in three schools in examined for female students. Examining averages of
the sample of the universe. Validity and reliability two groups, significant difference was observed in favor
tests were conducted regarding results reached in the of the female students (p < 0.05).
pilot application. The fact that Cronbach alpha
coefficient was found as 0.9178 indicates a reliability of
the scale. Students' foreign language anxiety according to
grade level

Analysis of data Independent groups t-test results of average scores

reached from whole Foreign Language Class Anxiety
The data of scale applied to the research group was Scale are shown in Table 2 to determine if there is a
transferred to a computer. The data obtained was significant difference in students' foreign language
analyzed using a packet-computer program. The anxiety according to grade level. According to Table 2,
arithmetic mean, standard deviation, corrected mean and mean of scale total was 2.55 for 7th grade students and
standard error values of scores obtained from Foreign 2.62 for 8th grade students. There was no significant
Language Class Anxiety Scale were calculated. Also, difference between scale total score averages of the 7th
Independent groups’ t-test and one-way variance and 8th grade students (p > 0.05).

Table 1. Independent groups t-test results regarding the scores the students got from the foreign
language anxiety scale by gender.

Male (N = 43) Female (N = 34)

Gender scale points t p
Ss Ss
Scale total 2.57 0.76 2.64 0.57 -0.44 0.03

Table 2. Independent groups t-test results regarding the scores the students got from the foreign
language anxiety scale by grade level.

7th Grade (N= 18) 8th Grade (N= 59)

Grade scale points t p
Ss Ss
Scale total 2.55 0.58 2.62 0.71 -0.38 0.28

Students' foreign language anxiety according to age average scores reached from whole Foreign Language
Class Anxiety Scale to determine if there is a significant
Table 3 shows one-way analysis of variance results of difference according to age in the students' anxiety about
 Afr Educ Res J 168

Table 3. One-way analysis of variance results regarding the scores the students got from
the foreign language anxiety scale by age.

Variable Age N Ss df F p Significant difference

13 18 2.60 .65 3 1.10 .33 -
Scale total 14 49 2.67 .70 3 1.10 .33 -
15 9 2.30 .61 3 1.10 .33 -

foreign language. According to Table 3, mean of the (p>0.05).

scale total was 2.60 for 13-year-old students, 2.67 for 14- The most important point in successful language
year-old students, and 2.30 for students who are 15-year- acquisition is the age of the student (Collier, 1988).
old. There was no significant difference between means Lenneberg (1969), the pioneer of the Critical Hypothesis
of scale total (p > 0.05). Period, emphasizes that language development in
children can be understood with biological factors,
emphasizing that age has an extremely large role in
CONCLUSION AND RECOMMENDATIONS second language acquisition and should not be
overlooked by teachers. According to Lenneberg (1969),
The aim of research is to establish the effect of the two sides of the brain (right and left hemispheres) are
adolescent students' gender, grade levels, and ages on involved in the process and they develop a special
anxiety they feel in foreign language classes. In the function, which is called lateralization. Lateralization
research, gender, class levels and age variables of the makes learning a language more difficult than it seems.
students have been taken into consideration. As a result Because the brain loses its flexibility after lateralization,
of the research, to investigate if a significant difference the language function is normally completed during
exist in students' anxiety about foreign language by adolescence. In the light of this information, in this
gender, the average scores of the independent groups research, it has been thought that adolescent students’
regarding the average scores of whole Foreign Language class levels and ages influence anxiety felt in foreign
Classroom Anxiety Scale was 2.57 for male students and language classes. However, according to the results
2.64 for female students. Examining averages of the two reached, it has been established that class level and age
groups, significant difference was observed in favor of have no effect on foreign language anxiety. To overcome
female students (p < 0.05). Research conducted by foreign language anxiety, some suggestions can be
Cheng (2002), Matsuda and Gobel (2004), Elkhafaifi made by considering the analysis results in the research:
(2005) and Dornijenad and Ahmadabad (2014) on Teachers should increase their level of awareness
students showed that gender had an effect on foreign about the types and effects of anxiety and anxiety
language anxiety, that is, female students had higher reducing activities. For this purpose, necessary in-service
foreign language anxiety levels than male students. The programs and seminars can be organized for teachers.
result reached in this research regarding gender factor is Students should be allowed to make mistakes and
consistent with the literature. As in the literature, in this encouraged to be more active in learning foreign
research, it has been established that adolescent female languages. There is limited research on relationship
students have a higher foreign language anxiety between foreign language anxiety and gender factor.
compared to adolescent male students. Considering developmental psychology, the
To investigate if there is a significant difference in developmental levels of male and female students can be
students' anxiety about foreign language by grade level, examined and studies examining the effect of gender on
according to the one-way analysis of variance analysis of foreign language anxiety should be conducted.
average scores reached from whole Foreign Language Researches on foreign language anxiety are limited and
Classroom Anxiety scale, mean of scale total was 2.55 are generally conducted with advanced (high school and
for 7th grade students and 2.62 for 8th grade students. university) student groups. Considering this situation,
There was no significant difference between scale total research should be conducted on early students and
score averages of 7th and 8th grade students (p > 0.05). adolescents.
To investigate if there is a significant difference in
students' anxiety about foreign language by age,
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