About this paper

Appears in:
Pages: 1077-1081
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0356

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

PSYCHOLOGICAL FACTORS AND LEARNING BARRIERS IN FOREIGN LANGUAGE COURSES IN HIGHER EDUCATION

M. Toyama, Y. Yamazaki

Bunkyo University (JAPAN)
This study explored how psychological factors work as a barrier to learning in the context of foreign language courses in a Japanese university. Highlighting anxiety of foreign language as an impediment that can negatively affect students’ test scores, we investigated the effect of the big 5 personality traits on that anxiety. A total of 146 freshmen in the department of business administration in a Japanese university participated in this research. These freshmen were required to take an English course as a foreign language requirement. The Foreign Language Anxiety Classroom Scale was applied to measure participants’ anxiety of foreign language; the personality test based on the big 5 model was used for personality trait examination; and the Computerized Assessment System for English Communication was employed to investigate students’ level of English communicative capability. Results of regression analysis revealed that anxiety of foreign language was significantly related to English communication levels, indicating that the higher students’ anxiety, the lower their English test scores. Neuroticism, one of the big 5 personality traits, also was significantly associated with English communication levels: freshmen with less emotional stability tended to have lower English test scores. In addition, students with more neuroticism or less openness to experience tended to have higher foreign language anxiety. Two implications are offered based on these results. First, since anxiety of foreign language tends to relate to test scores as a learning outcome, foreign language teachers in higher education need to work to reduce students’ anxiety in the classroom. Thus, it is important for educators not only to teach a foreign language but also to create a learning environment where students feel safer and less fearful when learning the language in class. Second, as the two personality traits are likely to affect anxiety, teachers should be particularly attentive to anxiety reduction efforts among those with high neuroticism, low openness to experience, or both. It is crucial to decrease anxiety as a barrier to learning foreign languages.
@InProceedings{TOYAMA2018PSY,
author = {Toyama, M. and Yamazaki, Y.},
title = {PSYCHOLOGICAL FACTORS AND LEARNING BARRIERS IN FOREIGN LANGUAGE COURSES IN HIGHER EDUCATION},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.0356},
url = {http://dx.doi.org/10.21125/edulearn.2018.0356},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {1077-1081}}
TY - CONF
AU - M. Toyama AU - Y. Yamazaki
TI - PSYCHOLOGICAL FACTORS AND LEARNING BARRIERS IN FOREIGN LANGUAGE COURSES IN HIGHER EDUCATION
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.0356
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 1077
EP - 1081
ER -
M. Toyama, Y. Yamazaki (2018) PSYCHOLOGICAL FACTORS AND LEARNING BARRIERS IN FOREIGN LANGUAGE COURSES IN HIGHER EDUCATION, EDULEARN18 Proceedings, pp. 1077-1081.
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