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Understanding foreign language writing anxiety and its correlates
1School of Foreign Languages, Hunan University, Changsha, China.
Frontiers in Psychology
|November 21, 2022
Summary
This meta-analysis reveals foreign language writing anxiety moderately correlates with self-efficacy and performance. Other language skill anxieties also show moderate links, with age and proficiency as key moderators.
Area of Science:
- Second Language Acquisition
- Educational Psychology
- Applied Linguistics
Background:
- Foreign language writing anxiety is a significant concern in language education.
- Empirical studies exist, but a quantitative synthesis of effect sizes is lacking.
- Understanding correlates is crucial for effective pedagogical interventions.
Purpose of the Study:
- To quantitatively meta-analyze the correlations between foreign language writing anxiety and its key correlates.
- To investigate the effect sizes of high-evidence and low-evidence correlates.
- To explore potential moderating effects of learner characteristics.
Main Methods:
- A meta-analysis was conducted on 84 effect sizes from 22 primary studies.
- Correlations between foreign language writing anxiety and selected correlates were calculated.
- Moderator analyses were performed for learner age and language proficiency.
Main Results:
- Foreign language writing anxiety showed a moderate correlation with self-efficacy and performance.
- Moderate positive effects were found with listening, speaking, and reading anxiety.
- Learner age and language proficiency significantly moderated these relationships.
Conclusions:
- Foreign language writing anxiety is linked to writing self-efficacy, performance, and other language skills.
- Pedagogical strategies should address anxiety across all language domains.
- Learner age and proficiency are important factors to consider in anxiety reduction efforts.
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