Sentence examples for classroom anxiety from inspiring English sources

Many of the students reported that the pen reduced their classroom anxiety and freed them up to pay better attention.

The data were obtained through an adapted questionnaire based on Horwitz's "Foreign Language Classroom Anxiety Scale" (FLCAS, 1986) and Burgoon's "Unwillingness to communicate scale" (UCS, 1976) to measure the learners' pre and post anxiety levels.

The Foreign Language Classroom Anxiety Scale.

To measure FLA in classrooms, Horwitz et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS).

When examining FLA, the study focused on foreign language classroom anxiety and foreign language reading anxiety using two different measures.

Subjects' majors may have a strong impact on the results of factor analysis when examining EFL classroom anxiety.

Regarding this purpose, using Bronfenbrenner (1979, 1993) nested ecosystem model analytically demonstrated that Iranian EFL students' classroom speaking anxiety based on individual interactions inside and outside the classroom are contextually constructed.

After eliminating smaller factor loadings, they found two factors: (1) "General English classroom performance anxiety," with 21 items exceeding 0.3 factor loadings, and (2) "Low self-confidence in speaking English," with 12 items.

As another similarity, the second and third factors' items identified by Yashima et al. could be seen in the first factor of "General English classroom performance anxiety" in the study of Matsuda and Gobel.

In addition, in line with the principles of CDST, this study used the real-time assessment of classroom speaking anxiety based on progression of four participants at 10 min intervals during five sessions.

By using only FLCAS, the first factor, exhibited by 10 items of the FLCAS exceeding 0.5 factor loadings, was labeled "Low self-confidence in speaking English," while the second factor, with 10 items, was labeled "General English classroom performance anxiety".