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June 30, 2020Journal for the Psychology of Language LearningOpen Access

The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis

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Authors

EBElouise BotesJDJean‐Marc DewaeleSGSamuel Greiff

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Overview

Meta-analysis reveals a negative relationship between foreign language classroom anxiety and academic achievement across various competencies.

Key Points

  • This meta-analysis aims to investigate the relationship between foreign language classroom anxiety (FLCA) and various forms of academic achievement in language courses.
  • Conducted a meta-analysis of 99 effect sizes from 14,128 total participants.
  • Utilized the Foreign Language Classroom Anxiety Scale to measure FLCA.
  • Analyzed academic achievement across five categories: general, reading, writing, listening, and speaking.
  • Found a moderate negative correlation between FLCA and general academic achievement (r = -0.39; k = 59; N = 12,585).
  • Confirmed the negative association between FLCA and competency-specific academic achievements across all measured categories.
  • Indicated that higher levels of FLCA are associated with lower academic performance in foreign language courses.

Cite This Study

Botes et al. (2020) studied this question.

synapsesocial.com/papers/69dad9cb7a67537a8ba3ca76https://doi.org/10.52598/jpll/2/1/3
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