All Title Author
Keywords Abstract


The Online World Languages Anxiety Scale (OWLAS)

DOI: 10.4236/ce.2019.101005, PP. 59-77

Keywords: Anxiety, Stress, Online Learning, Foreign Languages, World Languages, e-Learning

Full-Text   Cite this paper   Add to My Lib

Abstract:

Sadly, anxiety and stress exist all around us. While anxiety has previously been studied in traditional foreign language environments, no information exists about anxiety in an online foreign language environment. Withouthaving a detailed understanding of potential problems in an online environment, educators, administrators, and course designers would not be able to help struggling, suffering students. Thus, the purpose of this seven-participant pilot study was to develop a more refined understanding of foreign language anxiety in the online learning environment. In some respects, the results of this?study confirm what foreign language educators already know: students prefer writing rather than speaking, interacting with the instructor rather than with peers, and keeping up with the work is sometimes a challenge. Additionally, if students don’t know basic grammatical elements in their native language,?there may be issues in the target language. Yet, researchers can now begin to understand additional components of anxiety that were not examined previously in online foreign language courses in a more nuanced manner.

References

[1]  Allen, I., & Seaman, J. (2010). Class Differences: Online Education in the United States, 2010 (pp. 1-26). Needham, MA: The Sloan Consortium.
http://sloanconsortium.org/publications/survey/class_differences
[2]  Allen, I., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States, 2010 (pp. 1-26). Needham, MA: The Sloan Consortium.
http://sloanconsortium.org/publications/survey/class_differences
[3]  Anderson, L., & Williams, L. (2011). The Use of New Technologies in the French Curriculum: A National Survey. The French Review, 84, 764-781.
[4]  Aslim-Yetis, V., & Capan, S. (2013). L’anxiétélangagière chez des étudiantsturcsapprenant le fran?ais. The Journal of International Social Research, 6, 14-26.
http://www.sosyalarastirmalar.com
[5]  Bertin, J.-C., Gravé, P., & Narcy-Combes, J.-P. (2010). Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics. Hershey, PA: Information Science Reference.
https://doi.org/10.4018/978-1-61520-707-7
[6]  Blake, R. (2008). Brave New Digital Classroom: Technology and Foreign Language learning. Washington, DC: Georgetown University Press.
[7]  Chametzky, B. (2013a). Offsetting the Affective Filter and Online Foreign Language Learners.
http://www.igi-global.com/open-access/paper/offsetting-affective-filter-classic-grounded/7
[8]  Chametzky, B. (2013b). Offsetting the Affective Filter: A Classic Grounded Theory Study of Post-Secondary Online Foreign Language Learners. Doctoral Dissertation, San Diego: Northcentral University.
http://pqdtopen.proquest.com/#results?q=3570240
[9]  Chametzky, B. (2017). Offsetting the Affective Filter. Grounded Theory Review, 16.
http://groundedtheoryreview.com
[10]  Cochran, C., & Benuto, L. (2016). Faculty Transitions to Online Instruction: A Qualitative Case Study. The Online Journal of Distance Education and e-Learning, 4, 42-54.
http://www.tojdel.net
[11]  Gabarre, C., & Gabarre, S. (2010). Raising Exposure and Interactions in French through Computer-Supported Collaborative Learning. Pertanika Journal of Social Sciences & Humanities, 18, 33-44.
[12]  Gibson, J. (1986). The Ecological Approach to Visual Perception. Hillsdale, NJ: Lawrence Erlbaum Associates.
http://books.google.com/books?id=DrhCCWmJpWUC&printsec=frontcover&dq= james+gibson&hl=en&sa=X&ei=RdP1TqaDJOjj0QHJ9fmFAg&ved=0CEYQ6AEwAA#v= onepage&q=james%20gibson&f=false
[13]  Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70, 125-132.
https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
[14]  Jashapara, A., & Tai, W.-C. (2011). Knowledge Mobilization through e-Learning Systems: Understanding the Mediating Roles of Self-Efficacy and Anxiety on Perceptions of Ease of Use. Information Systems Management, 28, 71-83.
https://doi.org/10.1080/10580530.2011.536115
[15]  Kilic-Cakmak, E., Karatas, S., & Ocak, M. (2009). An Analysis of Factors Affecting Community College Students’ Expectations One-Learning [sic]. Quarterly Review of Distance Education, 10, 351-363.
http://www.infoagepub.com/quarterly-review-of-distance-education.html
[16]  Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Pergamon.
https://www.sk.com.br/sk-krash.html
[17]  Meister, J., & Willyerd, K. (2010). Looking Ahead at Social Learning: 10 Predictions.
https://www.td.org/magazines/td-magazine/looking-ahead-at-social-learning-10-predictions
[18]  Myers, C. (2008). Divergence in Learning Goal Priorities between College Students and Their Faculty: Implications for Teaching and Learning. College Teaching, 56, 53-58.
https://doi.org/10.3200/CTCH.56.1.53-58
https://www.pdx.edu/sites/www.pdx.edu.cae/files/StFacLrngGls.pdf
[19]  National Institute of Health, Office of Human Subjects Research (1979). Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research.
https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html
[20]  Nsomwe-a-nfunkwa, B. (2010). Sharing the Obstacles to Distance Education at the University of Kinshasa. Distance Learning, 7, 83-85.
http://www.infoagepub.com/index.php?id=89&i=59
[21]  Pichette, F. (2009). Second Language Anxiety and Distance Language Learning. Foreign Language Annals, 42, 77-93.
http://www.actfl.org/i4a/pages/index.cfm?pageid=3320
https://doi.org/10.1111/j.1944-9720.2009.01009.x
[22]  Salcedo, C. S. (2010). Comparative Analysis of Learning Outcomes in Face-to-Face Foreign Language Classes vs. Language Lab and Online. Journal of College Teaching & Learning, 7, 43-54.
http://journals.cluteonline.com/index.php/TLC
https://doi.org/10.19030/tlc.v7i2.88
[23]  Tóth, Z. (2012). Foreign Language Anxiety and Oral Performance: Differences between High vs. Low-Anxious EFL Students. US-China Foreign Language, 10, 1166-1178.
[24]  Tran, T. (2012). A Review of Horwitz, Horwitz and Cope’s Theory of Foreign Language Anxiety and the Challenges to the Theory. English Language Teaching, 5, 69-75.
https://doi.org/10.5539/elt.v5n1p69
[25]  von Worde, R. (2003). Students’ Perspectives on Foreign Language Anxiety. Inquiry, 8, 21-40.
http://www.vccaedu.org/inquiry/inquiry-spring2003/i-81-worde.html

Full-Text

comments powered by Disqus

Contact Us

service@oalib.com

QQ:3279437679

微信:OALib Journal