English learning anxiety and English learning demotivation in South Korean third-year high school students

• Kim, Tae-Young ^[1] ; Choi, Eun-Young
  1. [1] Chung-Ang University

     Chung-Ang University

     Corea del Sur

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 39, 2023, págs. 75-91
• Idioma: inglés
• DOI: 10.30827/portalin.vi39.22305
• Títulos paralelos:
  • Ansiedad y desmotivación en el aprendizaje del inglés en estudiantes de tercer año de secundaria de Corea del Sur
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2  
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Debido al alto nivel de ansiedad y presión académica asociados con el examen de ingreso a la universidad en Corea del Sur, este estudio investigó los efectos de la ansiedad por aprender inglés en la desmotivación del aprendizaje del inglés y el rendimiento académico en estudiantes de tercer año de secundaria. Para determinar las correlaciones del efecto de la ansiedad por aprender inglés en ambos componentes, se seleccionaron 249 participantes de nueve clases de estudiantes de tercer año en una escuela secundaria académica en la provincia de Gyeonggi, Corea del Sur, para completar cuestionarios, cuyos datos se analizaron utilizando métodos cuantitativos métodos de estadística. Los análisis de regresión revelaron que la ansiedad por aprender inglés en los estudiantes masculinos y femeninos con las mejores calificaciones había afectado positiva y significativamente su rendimiento académico. Sin embargo, a excepción de los estudiantes varones de alto nivel, no se encontró que la desmotivación tuviera ningún efecto en el rendimiento de los estudiantes. Los resultados sugirieron que es importante diseñar medidas favorables a la educación para mejorar la motivación de los estudiantes de tercer año de secundaria y aliviar cualquier ansiedad excesiva.

  • English

    Because of the high level of anxiety and academic pressure associated with the college entrance exam in South Korea, this study investigated the effects of English learning anxiety on English learning demotivation and academic achievement in third-year high school students. To determine the correlations of the effect of English learning anxiety on both components, 249 participants were selected from nine third-year student classes at an academic high school in Gyeonggi Province, South Korea, to complete questionnaires, the data from which were analysed using quantitative statistical methods. The regression analyses revealed that the English learning anxiety in the male and female students with top grades had positively and significantly affected their academic achievement. However, except for high-level male learners, demotivation was not found to have any effect on student achievement. The results suggested that it is important to design education-friendly measures to enhance third-year high school student motivation and alleviate any excessive anxiety.

• Referencias bibliográficas
  • Andringa, S., Olsthoorn, N., Beuningen, C., Schoonen, R., & Hulstijn, J. (2012). Determinants of success in native and non-native listening...
  • Bachman, L. F., & Palmer, A. (2010). Language assessment in practice. Oxford University Press.
  • Bishop, D. V. M. (2003). The test for reception of grammar version 2. Pearson.
  • Bloomfield, A.,Wayland, S., Rhoades, E., Blodgett, A., Linck, J., & Ross, S. (2010). What makes listening difficult? Factors affecting...
  • Bonk, W. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14, 14-31.
  • Buck, G. (2001). Assessing listening. Cambridge University Press.
  • Cai, H. (2020). Related lexical and syntactic knowledge to academic English listening: The importance of construct representation. Frontiers...
  • Cambridge English Language Assessment (2014). The preliminary English test (PET). Cambridge University Press.
  • Clahsen, H., & Felser, C. (2006). Grammatical processing in language learners. Applied Psycholinguistics, 27, 3-42.
  • Field, J. (2008). Listening in the language classroom. Cambridge University Press.
  • Field, J. (2013). Cognitive validity. In A. Geranpayeh, & L. Taylor (Eds.), Examining listening: Research and practice in assessing second...
  • Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10, 113-117.
  • Leonard, K. R. (2019). Examining the relationship between decoding and comprehension in L2 listening. System, 87, 14-25.
  • Macaro, E., Graham, S., & Woore, R. (2016). Improving foreign language teaching: towards a research-based curriculum and pedagogy. Routledge.
  • Masrai, A. (2019a). Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working...
  • Masrai, A. (2019b). Vocabulary and reading comprehension revisited: Evidence for high-, mid-, and low-frequency vocabulary knowledge. SAGE...
  • Matthews, J. (2018). Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge. System, 72, 23-36.
  • Matthews, J., & Cheng, J. (2015). Recognition of high frequency words from speech as a predictor of L2 listening comprehension. System,...
  • McLean, S., Kramer, B., & Beglar, D. (2015). The creation and validation of a listening vocabulary levels test. Language Teaching Research,...
  • Mecartty, F. (2000). Lexical and grammatical knowledge in reading and listening comprehension by foreign language learners of Spanish. Applied...
  • Milton, J., & Hopkins, N. (2005). Aural Lex. Swansea. Swansea University.
  • Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63, 59-81.
  • Nation, I. S. P. (2012). The BNC/COCA word family lists (17 September 2012). Unpublished paper. Available at: www.victoria.ac.nz/lals/about/staff/paul-nation.
  • Staehr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. SSLA, 31, 577-607.
  • Vafaee, P., & Suzuki, Y. (2019). The relative significance of syntactic knowledge and vocabulary knowledge in second language listening...
  • Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language...
  • Wallace, M. P. (2020). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory,...
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: the contribution of general language...