Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic
Fecha
2022-08-04
Tipo
artículo original
Autores
O'Reilly, Jelena
García Castro, Verónica
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
Although foreign language anxiety (FLA) and student engagement have
both been found to have significant effects on a number of behavioural and
academic outcomes for language students (Awan et al. 2010, Gargalianou et al.
2016). FLA is poorly understood in university students studying English as
a second language. However, limited research shows it is present (Haley et al.
2015). Additionally, the relationship between FLA and student engagement has
seldom been explored. Therefore, the present exploratory study investigated the
relationship between FLA and online learning in university students, particularly
focusing on online learning as the new mode of instruction since the start of the
COVID-19 pandemic. We wanted to explore to what extent FLA is present among
international students studying in L2 English at UK universities and whether FLA
affects engagement with online learning. We tested 65 international students,
studying at UK universities, using two newly developed scales for measuring FLA
and student engagement with online learning. Participants completed an online
questionnaire with background questions, the FLA scale, and the students’
engagement scale. The results of our multiple linear regression analyses suggest
that FLA has a significant negative influence on students’ engagement with online
learning.
Descripción
Palabras clave
Foreign language anxiety, HIGHER EDUCATION, FOREIGN STUDENTS, ELECTRONIC LEARNING, Student engagement