Date

4-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Jillian L. Wendt

Keywords

Distance Foreign Language Learning, Foreign Language Achievement, Foreign Language Anxiety, Foreign Language Education, Traditional Classroom

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education

Abstract

This research sought to examine the differences between students’ foreign language anxiety levels (high, moderate, low) and student achievement in different learning environments (traditional or distance learning) in a college setting. The Foreign Language Classroom Anxiety Scale (FLCAS) was administered to students of Spanish and French at a community college in central Georgia. Foreign language achievement was measured using students’ course final grades. This study was conducted using a causal-comparative design, and data were analyzed and interpreted using t tests and a one-way ANOVA. The results for the study showed that there were no significant differences in student achievement between traditional and distance learning foreign language classes, but there were significant differences in student achievement between students with different levels of foreign language anxiety. Also, there were significant differences in foreign language anxiety scores between students in traditional and distance learning foreign language classes. The results of the study add to the limited number of studies on foreign language anxiety across different learning environments of learning and can help teachers with pedagogical decisions to meet the needs of students with various characteristics in their classes.

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