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Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety

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  • Norah Almusharraf
  • Daniel R. Bailey

Abstract

Understanding how second language proficiency and other key learner characteristics relate to language learning anxiety subcomponents can help inform the type and quantity of content instructors approach foreign language (FL) students with when teaching English. This study seeks to understand how FL proficiency (i.e., TOEIC reading, TOEIC listening, and self-reported), FL study experience, and gender influence levels of foreign language classroom anxiety and second language writing anxiety. To accomplish the research goals, 245 students completed a questionnaire measuring foreign language classroom anxiety and second language writing anxiety. Three hierarchical linear regressions were used to test the study’s models, and structural equation modeling was used to confirm and illustrate the observed relationships. Overall, self-reported FL proficiency was a stronger predictor of anxiety than actual FL proficiency. Findings further indicate that FL listening and self-reported proficiency significantly negatively correlate with FL speaking anxiety but not writing anxiety. Only FL reading proficiency significantly influenced FL writing anxiety; however, this relationship disappeared when self-reported FL proficiency was added to the model. Further, differences in how FL proficiency influences FL anxiety when controlling for years of experience studying EFL and gender are discussed. Recommendations on how instructors can approach language instruction to assist highly anxious students in the EFL context are also discussed.

Suggested Citation

  • Norah Almusharraf & Daniel R. Bailey, 2023. "Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety," SAGE Open, , vol. 13(3), pages 21582440231, August.
  • Handle: RePEc:sae:sagope:v:13:y:2023:i:3:p:21582440231179929
    DOI: 10.1177/21582440231179929
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    References listed on IDEAS

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    1. Sarkawt Muhammad Qadir & Hanife Bensen Bostanci & Mustafa Kurt, 2021. "Writing Apprehension Among English as a Foreign Language Postgraduate Students," SAGE Open, , vol. 11(2), pages 21582440211, April.
    2. Samaneh Serraj & Noreen bt. Noordin, 2013. "Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension," English Language Teaching, Canadian Center of Science and Education, vol. 6(5), pages 1-1, May.
    3. Meihua Liu & Huiliuqian Ni, 2015. "Chinese University EFL Learners’ Foreign Language Writing Anxiety: Pattern, Effect and Causes," English Language Teaching, Canadian Center of Science and Education, vol. 8(3), pages 1-46, March.
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