چکیده:
The present study was conducted to investigate the relationship between
the perceived social self-efficacy of the students of English and their foreign
language classroom anxiety. The required data were gathered through the
application of the original versions of two standard questionnaires: Smith and
Betz’s (2000) 25-item Scale of Perceived Social Self-Efficacy (SPSSE) and
Horwitz, Horwitz and Cope’s (1986) 33-item Foreign Language Classroom
Anxiety Scale (FLCAS). A total of 151 participants (including 127 students
of English Language and Literature in B.A. level and 24 students of Teaching
English as a Foreign Language at M.A. level) took part in the study.
Correlational analysis was employed to determine the relationship between
perceived social self-efficacy and foreign language classroom anxiety.
Pearson Product-Moment correlation analysis results (r = -.164, p < .05)
showed that the participants’ perceived social self-efficacy had a reverse
relationship with their foreign language classroom anxiety. Further
calculations were done for the type and rate of the influence of demographic
variables (namely age, gender, academic seniority, and educational level) on
students’ PSSE and FLCA. According to the One-Way ANOVA results, no
meaningful relationship was observed between age, gender, academic
seniority, and educational level of the participants, and their perceived social
self-efficacy or foreign language classroom anxiety. Based on the findings of
this study, the rate of perceived social self-efficacy (i.e. trust in self in social
situations) seems to play a key role in the intensity of foreign language
learners’ anxiety and a vital parameter in their full-functioning and efficient
learning.
خلاصه ماشینی:
"Teaching and Learning No 10,2012 Relationship between EFL Learners’ Perceived Social Self-Efficacy and their Foreign Language Classroom Anxiety Hadi Farjami Assistant professor, Semnan University Mohammad Amerian M.
At its preliminary level (A), the study seeks to answer the question, below: 1- Is there any relation between Iranian EFL learners’ perceived social self-efficacy and their foreign language classroom anxiety?
And at level C; 4- What is the effect of Iranian EFL learners’ age, gender, academic seniority, and educational level, on their perceived social self-efficacy and foreign language classroom anxiety?
4. : Foreign Language Classroom Anxiety levels of the participants Low FLCA Middle FLCA High FLCA Very High FLCA (Score: 33-66) (Score: 67-99) (Score: 100-132) (Score: 133-165) N Valid 0 1 107 43 Missing 150 44 108 151 As shown for the perceived social self-efficacy, table 4.
Correlation between Perceived Social Self-Efficacy and Foreign Language Classroom Anxiety The result of Pearson Product-Moment correlation analysis showed reverse relationship between the variables (r = -.
1. shows the general scatter plot for the correlation between the corresponding values of perceived social self-efficacy (shown as "Total_S") and Foreign Language Classroom Anxiety (shown as "Total_F") of the participants.
Dependent Variable: Total PSSE Moreover, in order to see if age, gender, academic seniority, and educational level have influenced students’ foreign language classroom anxiety, another One-Way ANOVA analysis was conducted.
7: Co-efficiency between Age, Gender, Academic Seniority, and Educational Level, and Total Foreign Language Classroom Anxiety of the students (Total FLCA) a Coefficients Standardized Unstandardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) 105."