Investigating Language Learning Autonomy And Foreign Language Classroom Anxiety Among Jordanian EFL University Students

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dc.contributor.authorZreagat, Misarah Husny
dc.date.accessioned2019-06-25T01:11:28Z
dc.date.available2019-06-25T01:11:28Z
dc.date.issued2012-05
dc.description.abstractThe present study is regarded as a cross-cultural validation of the two constructs of foreign language anxiety and language learning autonomy. In the field of second language acquisition, research acknowledges that both cognitive and affective factors within a language learner affect the level of success achieved in learning a second language (L2). Among the affective variables that have received attention during the last few decades are language anxiety and learning autonomy. This study sought to investigate the levels of English language anxiety and English language learning autonomy among Jordanian EFL students in Yarmouk University, Jordan. 154 students taking English proficiency-based courses and 5 lecturers teaching these courses took part in the research. Both quantitative and qualitative methods were used to conduct the research. A 33-item questionnaire adapted from Horwitz et al. (1986) was used to investigate the level of English language classroom anxiety of the students. In addition, a 43-item questionnaire adapted from Spratt, Humphreys & Chan (2002) was used to investigate the level of their English language learning autonomy. Semi-structured interviews were also conducted with the students and their lecturers.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8361
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectForeign language classroom anxietyen_US
dc.subjectamong Jordanian EFL university studentsen_US
dc.titleInvestigating Language Learning Autonomy And Foreign Language Classroom Anxiety Among Jordanian EFL University Studentsen_US
dc.typeThesisen_US
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