Predictive Effects of English Classroom Anxiety and Motivation on Chinese Undergraduate EFL Learners’ English Achievement

Meihua  Liu; Tianhao Li

doi:10.17323/jle.2024.16906

Meihua Liu Tsinghua University, Beijing, China https://orcid.org/0000-0002-5951-4167
Tianhao Li Tsinghua University, Beijing, China https://orcid.org/0009-0001-5446-1297

DOI: https://doi.org/10.17323/jle.2024.16906

Ключевые слова: тревожность на уроках английского языка, мотивация, достижения на английском языке, прогностический эффект

Аннотация

Введение: Изучение второго языка (L2) является сложным и многогранным процессом, который в значительной степени зависит от различных факторов. Среди них ключевую роль играют индивидуальные аспекты, такие как тревожность и мотивация. Хотя установлено, что тревожность и мотивация взаимосвязаны и взаимодействуют с другими переменными, влияющими на изучение L2, результаты исследований остаются неоднозначными, что подчеркивает сложность их взаимосвязи и их интерактивным влиянием на изучение L2.

Цель: Основываясь на теории самоопределения, данное исследование сосредоточилось на анализе уровней и взаимосвязей между тревожностью и мотивацией в классе английского языка, а также их прогностическом влиянии на успеваемость китайских студентов, изучающих английский как иностранный язык.

Метод: В исследовании приняли участие 571 студент из Китая, обучающийся в университете. Они ответили на 8-пунктную шкалу тревожности во время занятий английским языком, 35-пунктную шкалу мотивации к изучению английского языка и 5-пунктную демографическую анкету. Кроме того, участники предоставили информацию о результатах недавних тестов и самостоятельно оценили свой общий уровень владения английским языком, что послужило показателем их успехов в его изучении.

Результаты: Исследование выявило несколько ключевых выводов: (a) у участников наблюдались низкие или умеренные уровни тревожности на уроках английского языка, а также средние уровни внутренней и внешней мотивации, личных целей и ожиданий/контроля в процессе изучения языка, (b) тревожность на занятиях английским языком имела значительную отрицательную связь со всеми аспектами мотивации, (c) тревожность не только отрицательно сказывалась на учащихся, но и предсказывала их успехи в изучении английского языка, и (d) между мотивацией к изучению английского языка и достижениями в этой области была выявлена значительная положительная корреляция. Из различных аспектов мотивации внутренняя и внешняя мотивация существенно предсказывали успеваемость учащихся.

Вывод: Результаты данного исследования подчеркивают значимость тревожности и мотивации в изучении второго языка (L2), а также необходимость разработки стратегий для снижения тревожности, повышения внутренней и внешней мотивации учащихся и укрепления их ожиданий в процессе преподавания и изучения L2. Это, в свою очередь, способствует лучшему пониманию тревожности, связанной с изучением иностранного языка, и мотивации в контексте L2, обогащая существующую литературу по данным вопросам.

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