Language anxiety and language amotivation among the freshmen students of the Notre Dame of Jolo College

• Main Author: Tibli, Puraida L.
• Format: text
• Language: English
• Published: Animo Repository 2010
• Subjects: Second language acquisition—Psychological aspects; Motivation in education; English Language and Literature; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6648; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/12926/viewcontent/CDTG004879_P.pdf
• Institution: De La Salle University

Foreign or second language anxiety had been thought by many researchers as having negative effects on both oral and written performance of a language learner. In order to contribute to this field of study, a research on foreign language classroom anxiety and language amotivation had been conducted. The participants were the freshmen students of the Notre Dame of Jolo College. The Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, E., Horwitz, M., & Cope, J., (1986) was used to find out the causes and level of language anxiety of the student respondents. To determine the factors in amotivation, the researcher used the amotivation questionnaire adopted from Legault, Pelletier and Green-Demers (2006). The results of the study showed that the student-respondents did feel anxiety in their English class, though weak in magnitude. Of the four causes of language anxiety, Communication Anxiety ranked first, followed by Fear of negative Evaluation, then test Anxiety. English Classroom Anxiety came last in the rank. On the other hand, the factors that lead to amotivation were Value Placed on the task, Ability Beliefs, and Characteristics Placed on the task. The results showed further showed that there was no significant correlation between language anxiety and amotivation.