چکیده:
This study attempted to investigate the relationship between EFL learners’
Foreign Language Classroom Anxiety (FLCA) and their Global Self-esteem
(GSE) with regard to gender and educational level.
The participants were 123 students studying English at Shiraz
University. The data were gathered through two questionnaires: the Foreign
Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and
the Rosenberg Self-esteem Scale (Rosenberg, 1965).
To determine the relationship between FLCA and GSE correlational
analysis was employed and to test the significance of the mean differences
between males and females, the two-way ANOVA was used. The findings
revealed a significant negative relationship between FLCA and GSE among
females altogether and at each educational level separately. Among males as
a whole, significant negative relationship existed between FLCA and GSE,
but educational level was not a determining factor. This relationship was
much stronger for the females than the males and the strongest relationship
existed among the female juniors
.
خلاصه ماشینی:
On the Relationship between Foreign Language Classroom Anxiety and Global Self-Esteem among Male and Female Students at Different Educational Levels Mortaza Yamini Shiraz University Abdorreza Tahrld Shiraz University Abstract This study attempted to investigate the relationship between EFL learners' Foreign Language Classroom Anxiety (FLCA) and their Global Self-esteem (USE) with regard to gender and educational level.
The data were gathered through two questionnaires: the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the Rosenberg Self-esteem Scale (Rosenberg, 1965).
01 all the affective variables that can influence language learning, classroom anxiety and global self-esteem are concerns of the present study.
In a study by Chapelle and Roberts (1986), it was found that there existed no significant relationship between English class anxiety and beginning of semester proficiency.
The FLCAS was used in this study as an instrument for data collection to measure the anxiety students experience in their language classes.
The results of the study showed that an inverse relationship existed between communication anxiety and self-esteem in the majority of cases.
They found a negative correlation between students' anxiety level and their self-esteem.
El-Anzi (2005) conducted a study to investigate the relationship between academic achievement and the variables including anxiety, self-esteem, optimism and pessimism.
This means that high self-esteem is associated with low classroom anxiety and is in line with the findings of some of the studies mentioned earlier including Many & Many (1975), Chong and Page (1989), Newbegin & Owens (1996), Bailey, Onwuegbuzie, & Daley (2000) and Byrne (2000).