Foreign Language Anxiety in a Spanish University Setting: Interpersonal Differences
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Revista de Psicodidáctica, 2012, 17(1), 5-26 ISSN 1136-1034
www.ehu.es/revista-psicodidactica © UPV/EHU
Foreign Language Anxiety in a Spanish University
Setting: Interpersonal Differences
La ansiedad en el aprendizaje de una lengua extranjera
en contexto universitario: diferencias interpersonales
Patricia Arnaiz and Félix Guillén
University of Las Palmas from Gran Canaria
Abstract
This paper describes a study that focused on individual differences in the foreign language anxiety
(FLA) of 216 participants in a Spanish university context. Participants, English learners, completed
the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986). The
main interest of this study lies in the relevant contribution it makes to the research field in question.
In the literature reviewed no studies have been found which address anxiety in a Spanish university
context and with the aims established here. Anxiety levels were determined, and the relationship
between FLA and gender, age, grade and language level was identified. Statistical analyses reveal
that (a) participants had an average level of anxiety and females experienced more anxiety than males;
(b) age had a significant negative correlation with anxiety; (c) lower grade students tended to have
higher anxiety levels; (d) lower level students tended to be more anxious.
Keywords: Anxiety, FLCAS, foreign language learning.
Resumen
Este artículo presenta un estudio que ha examinado las diferencias individuales en la ansiedad ante el
aprendizaje de una lengua extranjera (inglés) en 216 alumnos en un contexto universitario español. Los
sujetos rellenaron la escala FLCAS (Horwitz, Horwitz, y Cope, 1986). El interés de este trabajo se en-
cuentra en la relevante contribución que hace a esta área de investigación: en la literatura revisada no se
han localizado estudios sobre la ansiedad en un contexto universitario español con los objetivos estable-
cidos aquí. Determinados los niveles de ansiedad, se identificó la relación entre la ansiedad y el género,
la edad, la calificación y el nivel. Los análisis estadísticos revelan que: (a) los estudiantes experimenta-
ron un nivel de ansiedad de moderado a alto; (b) la edad mostró una correlación negativa con la ansie-
dad; (c) los estudiantes de calificación más baja tendían a tener niveles más altos de ansiedad; (d) los
estudiantes de nivel más bajo de lengua tendían a ser más ansiosos.
Palabras clave: Ansiedad, FLCAS, aprendizaje de una lengua extranjera.
Correspondencia: Patricia Arnaiz. Departamento de Didácticas Especiales, Facultad de Formación del
Profesorado, Universidad de Las Palmas de Gran Canaria, Sta. Juana de Arco s/n. Campus del Obe-
lisco. E-mail: parnaiz@dde.ulpgc.es.6 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
Introduction Young, 1991). Horwitz et al. (1986)
stated that foreign language anxiety
Many students feel more anx- is a specific syndrome that may be
ious and nervous in the foreign related to three types of anxiety,
language (FL) class than in any including communication apprehen-
other class (Campbell & Ortiz, sion, fear of negative evaluation,
1991; Horwitz, Horwitz, & Cope, and test anxiety.
1986; MacIntyre & Gardner, 1989), Communication apprehension
and their anxiety seems to come refers to the uncomfortable feeling
predominantly from the speaking an individual experiences when ex-
situation (Koch & Terrell, 1991; pressing himself/herself in front of
MacIntyre & Gardner, 1994; Price, others. The aforementioned authors
1991). In fact, foreign language claim that the mismatch between
anxiety (FLA) has been identified foreign language students’ mature
as one of the major obstacles to thoughts and their incomplete
acquisition and fluent production foreign language mastery leads to
of foreign languages (Dewaele, self-consciousness and anxiety in
Petrides, & Furham, 2008; Wil- some individuals. The inability to
liams & Andrade, 2008). communicate correctly or to un-
MacIntyre and Gardner (1994) derstand what another person says
defined FLA as the feeling of ten- can easily result in frustration and
sion and apprehension specifically apprehension given that the appre-
associated with second language hensive communicator knows that
contexts, including speaking, lis- total communication is not possible
tening and learning; and Horwitz and he/she may be troubled by this
et al. (1986) described language reality (Williams & Andrade, 2008).
anxiety as “a distinct complex of Fear of negative evaluation is
self-perceptions, beliefs, feelings, likely to be manifested in a student’s
and behaviors related to classroom excessive worry about academic
language learning arising from the and personal evaluations of his or
uniqueness of the language learning her performance and competence
process” (p. 28). in the target language (MacIntyre &
The effects of anxiety on for- Gardner, 1991a). Making errors is
eign language learning have been a necessary part of any learning
studied since the 1970s (Scovel, process, in fact, trial and error is a
1978; Tobias, 1979), but it was not natural part of language learning
until the 1980s that a general theory (Gregersen, 2003). All learners
about foreign language classroom construct hypotheses concern-
anxiety appeared, presented by ing language structure, grammar,
Horwitz, the main researcher in this vocabulary and pronunciation and
area (Horwitz, 1995, 2000, 2001; test them in their oral production
Horwitz et al., 1986; Horwitz & (Arnaiz, 2001). The process of
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 7
learning therefore requires experi- a perfect one. Students who suffer
menting and improving the rule sys- from test anxiety may experience
tems through use (Wilson, 2001). considerable difficulty, given that
However, errors can be the source tests are frequent and even the most
of anxiety in some individuals be- intelligent and keen students make
cause they constitute an obstacle for errors. Oral tests can cause both test
making positive social impressions and oral communication anxiety si-
when speaking a new language multaneously in vulnerable students
(Gregersen & Horwitz, 2002; Kim, (Horwitz et al., 1986).
2009; MacIntyre & Gardner, 1989). With the aim of identifying
People who are highly concerned anxious university students and of
about the impression others have of measuring their anxiety, Horwitz
them usually behave in ways that et al. (1986) developed the Foreign
minimize the possibility of obtain- Language Classroom Anxiety Scale
ing disapproving evaluations: they (FLCAS) which has been widely
rarely start conversation and interact used in research studies on anxi-
minimally; they tend to sit passively ety in language learning situations
in the classroom, avoid activities (Aida, 1994; Cheng, Horwitz, &
that could improve their language Schallert, 1999; Kitano, 2001; Liu,
skills, and may even skip class 2006; Wörde, 2003). To test their
entirely (Fukai, 2000; Gregersen, theory, Horwitz et al. (1986) con-
1999-2000, 2007). By reducing the ducted research at the University
number of interactions in the for- of Texas with 75 college students
eign language, the learner is missing enrolled in introductory Spanish
opportunities to realize where his/ classes. The study revealed that sig-
her weaknesses are. Research has nificant anxiety was experienced by
shown that language production can many students in foreign language
lead the learner to language gaps learning which affected their per-
awareness, and although becoming formance in that language. Subse-
aware of those gaps is not equal quent research on foreign language
to resolving them, it is certainly a anxiety has reported the negative
starting point to begin taking meas- effects associated with foreign
ures (Arnaiz, 2001; Izumi, 2002; language anxiety (Foss & Reitzel,
Swain & Lapkin, 1995). 1988; MacIntyre & Gardner, 1991a,
Test anxiety also seems relevant 1991b, 1991c; Price, 1991).
when examining the anxious for- Research has analyzed several
eign or second language learner and variables related to foreign language
it refers to a type of performance learning anxiety. These variables can
anxiety springing from a fear of be grouped into two main categories:
failure. Test-anxious learners often situational variables and learner
set unrealistic demands and feel that variables (Williams & Andrade,
the only acceptable performance is 2008). Situational variables include,
Revista de Psicodidáctica, 2012, 17(1), 5-268 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
for example, course level. Learner nese. In the study by Marcos-Llinás
variables include ability (both per- and Juan-Garau (2009), students
ceived and actual), age, and gender. with high levels of anxiety did not
These independent variables may exhibit lower course achievement
interact in multiple ways that create in comparison to students with low
anxiety-inducing situations. levels of language anxiety.
The studies that have pointed to Again, studies on the relation-
the relationship between FL anxi- ship between age and foreign or
ety and learners’ actual proficiency second language anxiety showed
have yielded inconsistent results. mixed results. Donovan and MacIn-
Liu (2006) found evidence in his tyre (2005) found higher language
work with Chinese learners of Eng- anxiety scores in French among
lish that the higher their language Anglo-Canadian university students
level, the less anxious they were in compared to high school and junior
oral English. The lack of control school pupils. Similarly, the results
over a situation may provoke anxi- obtained in the work of Bailey, Da-
ety when students start learning a ley, and Onwuegbuzie (2000) with
foreign language. However, other college students enrolled in French,
studies (Ewald, 2007; Kitano, 2001; Spanish and German courses reveal
Marcos-Llinás & Juan-Garau, 2009) that older students had higher levels
have suggested that as the level of of input anxiety, processing anxiety,
language rises, so does the learn- and output anxiety than did younger
ers’ anxiety level. Kitano (2001) students; and also in a multilingual
explains that this may be due to study by Dewaele (2007), younger
the increase in the complexity of participants tended to report lower
instruction at higher levels. levels of FLA when speaking the
MacIntyre and Gardner (1994) second and the third language. On
found that language anxiety was the contrary, Dewaele et al. (2008)
negatively correlated with language found that older adult multilinguals
course grades in French as a second suffer less from foreign language
language (L2). Likewise, in the work anxiety than younger adults in their
of Sparks and Ganschow (2007), different languages.
high school students with the lowest Gender-related anxiety research
levels of foreign language (Span- does not present a homogeneous
ish, French or German) anxiety on picture either. Onwuegbuzie, Bailey,
the FLCAS exhibited the highest and Daley (2001) suggested that a
grades. However, Onwuegbuzie, “female oriented foreign language
Bailey, and Daley (1999) found culture” (p. 12) may exist in which
a positive relationship between men perceive foreign language
university academic achievement study as a feminine domain and thus
and language anxiety in learners of feel less comfortable in the language
French, Spanish, German and Japa- learning context’. In this direction,
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 9
Campbell (1999) found significant In light of today’s interest in
gender-related differences in foreign developing students’ oral skills
language anxiety in the reading skill and in using proficiency-based as-
at a military language institute. The sessment, the question of how to
research, which measured learn- reduce students’ anxiety remains
ers’ anxiety two weeks prior to the a priority. In spite of the great
course and two weeks later, revealed advances in methodology and
that the percentage of women ex- teaching techniques, apprehension
periencing reading anxiety fell by continues to exist in foreign lan-
7% after the language course (i.e., guage classrooms. We still need to
60 hours), whereas the percentage concentrate our efforts on exam-
of anxious men rose approximately ining the variables that influence
by 9%. Similarly, in their research anxiety in order to help teachers
on the effects of gender and grade not only to prevent it, but to re-
on anxiety among 7th to 9th grad- spond to it appropriately, and help
ers in French immersion programs, students enjoy learning a FL.
MacIntyre, Baker, Clément, and Do- In the great majority of the stud-
novan (2002) found that ‘‘whereas ies that have focused on anxiety, the
boys’ overall anxiety levels remain foreign language has been either
constant across the three grade lev- Spanish (Casado & Dereshiwsky,
els, girls show a decrease in anxiety 2001; Ewald, 2007; Horwitz et
from grade 8 to grade 9’’ (p. 557). al., 1986; Marcos-Llinás & Juan-
But the results in Machida’s study Garau, 2009) or Japanese (Aida,
(2001) point in the opposite direc- 1994; Kitano, 2001; Machida, 2001;
tion. Machida examined FL Japa- Yashima, 2002). Those studies in
nese language class anxiety based on which the students’ foreign language
gender and other variables (national- has been English, have been under-
ity, first language, and prior foreign taken in Japan (Brown et al., 2001;
language experience) and found that Kondo & Yang, 2003; Matsuda &
female learners are more anxious Gobel, 2004), in Korea (Kim, 2009),
than their male counterparts. Finally, in Chile (Gregersen & Horwitz,
Donovan and MacIntyre (2005) 2002) and Venezuela (Rodríguez &
investigated the effects of gender on Abreu, 2003). Only two of the stud-
FLA in a population of junior high ies found were carried out in Spain,
school French immersion students, one in an Official Language School
high school students, and university context (Pérez-Paredes & Martínez-
students. No significant gender Sánchez, 2000-2001) and the other
differences in levels of FLA were in a university context (Casado &
found among the junior high and Dereshiwsky, 2004). The latter was
high school students, but women an exploratory comparative study
reported higher levels of FLA in the the aim of which was to compare
university group. the anxiety of learners of Spanish
Revista de Psicodidáctica, 2012, 17(1), 5-2610 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
in the US and learners of English in 120 females (55.5%) and 96 males
Spain. (44.5%). Their ages ranged from 18
The shortage of research con- to 39 (M = 20.39; SD = 3.69). The
cerning learners representative of students represented six different
typical Spanish university EFL degree programs from three facul-
students leads us to consider studies ties, the Teacher Training Faculty,
of these characteristics necessary. the Computer Science Faculty and
Moreover, it is still unclear whether the Translation and Interpreting
FL anxiety varies according to a Faculty, at the University of Las
specific target language or is inde- Palmas de Gran Canaria, Spain,
pendent of the native language-FL and were enrolled in English B1
pairing (Rodríguez & Abreu, 2003). (n = 117), B2 (n = 87) and C1
In this direction, Horwitz (2001) (n = 12). The language levels were
sustained that general FL anxiety established following The Common
might vary in different cultural European Framework of Reference
groups. These reasons apart, the re- for Languages: Learning, Teaching,
sult disparities in the field presented Assessment (CEFR), a guideline
above justify the interest in dealing used to describe achievements
with some of the variables other of learners of foreign languages
studies have addressed. across Europe. The 2008 study by
Thus, the purpose of this study Martínez Baztán has addressed cor-
was twofold. The first was to exam- respondence with the The American
ine the level of anxiety in a group of Council on the Teaching of Foreign
Spanish university students and find Languages (ACTFL) Guidelines.
out whether their level was similar Thus, B1 would correspond to
to the level of other foreign lan- Intermediate Mid and Intermedi-
guage learners reported in previous ate High, B2 would correspond to
studies. Its second purpose was to Intermediate High and Advanced
investigate the relationship between Low, and C1, to Advanced Mid,
language anxiety and the variables Advanced High.
gender, age, grade and language The participants had started to
level and explore the extent to which learn English at the age of 8, which
they determine and / or influence the means they had been in contact with
level of anxiety in the learners. the English language for at least
13 academic years, which makes a
total of 1,044 hours of English in-
Method struction. Only the hours of English
received in primary and secondary
Participants education have been considered.
There is no information concerning
Participants in the present the extra number of hours students
study were 216 Spanish students, may have dedicated to the English
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 11
language, either in the form of indi- of .93 and an eight-week test-retest
vidual study or of private tuition. coefficient of .83 (Horwitz, 1986;
Horwitz et al., 1986).
Instruments Furthermore, a background
questionnaire, including some so-
The instrument used was the cio-demographic information such
Spanish version of the Foreign as language level, gender, age, and
Language Classroom Anxiety Scale grade was also used in this study.
(FLCAS), which is the most widely The variable grade refers to the
used scale for assessing general for- grade obtained by participants in the
eign language anxiety. The FLCAS, English language test designed by
developed by Horwitz, et al. (1986), the researchers following the criteria
consists of 33 items, 20 of which fo- established by the Common Refer-
cus on listening and speaking skills, ence Framework for Languages.
and the remaining items are related
to general language anxiety with no Procedure
items related to writing or reading.
Consequently, the main focus of the Permission was requested from
FLCAS is on anxiety related to oral the deans of the three colleges to
communication. The Spanish version conduct the survey. And student
used in this research was elaborated participants were required to give
by Pérez-Paredes and Martínez- their consent by signing an informed
Sánchez (2000-2001). As the authors consent form. All names and results
explain, minor changes were made were kept confidential.
in the statements to adapt them to After the principal investigator
the Spanish education system. explained the purpose of the study,
Each item on the scale is rated the participants were asked to
on a 5-point Likert scale rang- complete the demographic question-
ing from 1 (strongly agree) to 5 naire. Next, the Spanish students
(strongly disagree). It measures a were given the Spanish version of
person’s level of anxiety by add- the FLCAS and the head researcher
ing up the ratings on the 33 items. read aloud the written instructions
Hence, the theoretical range of the and encouraged the participants to
FLCAS is from 33 to 165. ask questions if they did not under-
The scale in its Spanish version stand the directions. The researchers
has been shown to be both reliable told the learners to think of their
and valid, with an alpha coefficient previous English learning experi-
of .89 and an eight-week test-retest ences at university. Participants had
coefficient of .90 (Pérez-Paredes & about 20 minutes to complete the
Martínez-Sánchez, 2000-2001). questionnaires during class time.
Likewise, the original version of the Subjects completed the FLCAS in
scale yielded an internal consistency the second semester of the academic
Revista de Psicodidáctica, 2012, 17(1), 5-2612 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
year. Learners were assured that, yielded a high test-retest reliability
whatever the results, these would (r = .93) over 4 weeks (n = 68). This
not have any kind of effect on their result is similar to the one obtained
final grade or on their academic by Horwitz, et al. (1986) in their
record. study, (r = .93), and reveals high
internal reliability.
Data analysis
Descriptive analysis and gender
As mentioned, the FLCAS was difference
used in this study. When items were
negatively worded, responses were In order to know the general
reversed and recoded, so that, at any tendency of the students’ foreign
time, a high score represented high language classroom anxiety, such
anxiety. scores as the total score, mean and
Several sets of analysis were standard deviation of the FLCAS
conducted with these data includ- for males and females were com-
ing descriptive analysis, factor puted. Each student’s total scores
analysis, correlation and regression were calculated and the actual range
analyses. Descriptive statistics were of scores in the present study was
calculated for all the variables and 41-155. The participants were di-
for the three factors identified. A vided into three groups according to
Factor analysis was carried out to their level of anxiety. Those learners
detect the underlying structure of scoring between 41 and 79 would
the FLCAS. Pearson correlations be identified as low anxiety (Low
were also computed between the Anx), those scoring between 80 and
demographic variables and the total 117 would be identified as average
FLCAS score, dimensions and items anxiety (Ave Anx), and finally those
in order to determine the relation- scoring 118 y 155 would be identi-
ships between them. A Regression fied as high anxiety (Hi Anx).
analysis was conducted to examine The mean language anxiety score
and predict the anxiety according to for the 216 participants was 104.12
gender, age, level, and grade. (SD = 23.53). At least two-thirds of
the learners experienced average to
high anxiety (Low Anx = 35; Ave
Results Anx = 110; Hi Anx = 71).
To detect the differences in
Internal consistency and test- means between men and women
retest reliability for each of the items and for the
three dimensions identified, the
Internal consistency was com- nonparametric Mann-Whitney U
puted for the instrument. Cronbach’s test was used; and for the difference
alfa was .93. The scale in this study in mean values between men and
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 13
Table 1
Means and Standard Deviations of Anxiety Items, Factors and Total Scores, with Gender
Differences
General (N=216) Female (n=119) Male (n=97)
Anxiety U Z
M (SD) M (SD) M (SD)
FLCAS 1 3.71 (1.21) 4.05 (1.06) 3.27 (1.25) 3623.5 –4.56***
FLCAS 2 3.40 (1.30) 3.54 (1.22) 3.20 (1.38) 4849.5 –1.77
FLCAS 3 3.14 (1.33) 3.31 (1.29) 2.91 (1.34) 4613.5 –2.19*
FLCAS 4 3.28 (1.38) 3.51 (1.25) 2.97 (1.49) 4452.5 –2.67**
FLCAS 5 2.03 (1.12) 1.95 (1.06) 2.14 (1.20) 5203.0 –.95
FLCAS 6 2.84 (1.30) 2.62 (1.25) 3.09 (1.31) 4444.5 –2.64**
FLCAS 7 3.32 (1.24) 3.59 (1.21) 2.95 (1.19) 3972.5 –3.72***
FLCAS 8 3.18 (1.18) 3.22 (1.19) 3.14 (1.16) 5369.5 –.51
FLCAS 9 3.93 (1.14) 4.11 (1.04) 3.68 (1.21) 4394.5 –2.74**
FLCAS 10 4.14 (1.14) 4.36 (0.95) 3.85 (1.31) 4277.0 –3.22***
FLCAS 11 3.12 (1.37) 3.34 (1.29) 2.84 (1.43) 4483.5 –2.54*
FLCAS 12 3.65 (1.28) 3.94 (1.16) 3.25 (1.34) 3929.5 –3.86***
FLCAS 13 3.52 (1.36) 3.68 (1.30) 3.29 (1.42) 4747.5 –1.97*
FLCAS 14 2.82 (1.34) 2.87 (1.31) 2.74 (1.40) 5260.0 –.76
FLCAS 15 3.67 (1.17) 3.83 (1.09) 3.47 (1.25) 4652.5 –2.07*
FLCAS 16 3.21 (1.29) 3.42 (1.29) 2.94 (1.24) 4368.5 –2.71**
FLCAS 17 2.81 (1.26) 2.74 (1.28) 2.89 (1.25) 5147.5 –.89
FLCAS 18 3.45 (1.21) 3.70 (1.10) 3.15 (1.25) 4154.5 –3.22***
FLCAS 19 2.62 (1.18) 2.71 (1.17) 2.49 (1.17) 4969.0 –1.32
FLCAS 20 3.35 (1.32) 3.51 (1.31) 3.11 (1.30) 4555.0 –2.28*
FLCAS 21 2.08 (1.00) 2.10 (1.04) 2.05 (0.95) 5482.5 –.122
FLCAS 22 3.26 (1.18) 3.32 (1.22) 3.18 (1.14) 4993.0 –.92
FLCAS 23 3.31 (1.28) 3.57 (1.23) 2.95 (1.26) 4027.0 –3.48***
FLCAS 24 3.24 (1.32) 3.44 (1.22) 2.94 (1.38) 4327.5 –2.62**
FLCAS 25 2.81 (1.26) 2.84 (1.27) 2.75 (1.26) 5312.0 –.51
FLCAS 26 3.03 (1.44) 3.07 (1.43) 2.94 (1.43) 5280.5 –.58
FLCAS 27 3.44 (1.24) 3.56 (1.21) 3.25 (1.25) 4741.5 –1.86
FLCAS 28 2.53 (1.19) 2.64 (1.25) 2.41 (1.12) 4967.0 –1.09
FLCAS 29 3.14 (1.35) 3.19 (1.32) 3.05 (1.39) 5165.5 –.75
FLCAS 30 2.98 (1.25) 3.04 (1.22) 2.89 (1.29) 5105.5 –.86
FLCAS 31 2.75 (1.40) 2.94 (1.47) 2.46 (1.25) 4505.0 –2.26*
FLCAS 32 2.69 (1.21) 2.77 (1.22) 2.55 (1.18) 4922.5 –1.29
FLCAS 33 3.80 (1.09) 3.97 (1.02) 3.56 (1.15) 4328.0 –2.77**
Communication apprehension 3.30 (0.91) 3.50 (0.89) 3.04 (0.88) 3549.0 –3.37***
Evaluation anxiety 3.10 (0.66) 3.17 (0.65) 2.99 (0.66) 4691.5 –2.02*
2.63 (0.73) 2.59 (0.75) 2.66 (0.71) 5148.0 –1.12
Discomfort
M (SD) M (SD) M (SD) t P
Total FLCAS 104.12 (23.72) 108.72 (23.53) 98.16 (22.67) 3.19 .002
* p < .05; ** p < .01; *** p < .001.
Revista de Psicodidáctica, 2012, 17(1), 5-2614 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
Table 2
FLCAS Factor Analysis with Promax Rotation
Communication Evaluation
Discomfort
apprehension anxiety
FLCAS27 .842
FLCAS24 .842
FLCAS3 .808
FLCAS18 .756
FLCAS31 .752
FLCAS13 .741
FLCAS9 .734
FLCAS20 .731
FLCAS26 .728
FLCAS16 .722
FLCAS1 .664
FLCAS23 .658
FLCAS12 .655
FLCAS7 .644
FLCAS2 .642
FLCAS29 .608
FLCAS28 .595
FLCAS4 .574
FLCAS11 .546
FLCAS25 .650
FLCAS15 .622
FLCAS8 .594
FLCAS30 .570
FLCAS19 .482
FLCAS21 .468
FLCAS22 .413
FLCAS10 .364
FLCAS32 .603
FLCAS14 .584
FLCAS5 .467
FLCAS17 .448
Eigenvalue 11.54 1.78 1.660
% varianza 34.99 5.41 5.040
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 15
women for the total FLCAS scores, third factor, which accounted for
the Student’s t-test was used. 5.04% of the variance, was related
Table 1 indicates that significant to uncomfortable feelings when us-
gender differences appeared in 18 ing the foreign language and was
out of the 33 items. In 17 of the labeled Discomfort in Using English
items, women’s level of anxiety is inside and outside the Classroom.
higher than men’s. Likewise, the
figures corresponding to the 3 fac- Correlation analysis
tors (see Table 2 for details of each
factor) show that women experience Results of the correlation
a higher level of anxiety in terms analyses reveal a significant nega-
of Communication Apprehension tive association between age and
(Factor 1) (U = 3549.0; p = –3.37) the Evaluation Anxiety factor
and Evaluation Anxiety (Factor 2) (r = –.175), and a very significant
(U = 4691.5; p = –2.02). Lastly, the negative association between
global results point in the same di- age and the Communication Ap-
rection: women experience a much prehension factor (r = –.252), the
higher level of anxiety than men Discomfort in Using English inside
(t = 3.19; p = 0.002). and outside the Classroom factor
(r = –.199), and the total FLCAS
Factor analysis score (r = –.251).
A significant negative correla-
A component analysis with pro- tion is found between language level
max rotation produced three factors and the Communication Apprehen-
with eigenvalue greater than one. sion factor (r = –.174), and total
As shown in Table 2, we retained FLCAS (r = –.157), which means
not only items loading .50 or above, there is a tendency to have more
but also those loading below .50. anxiety with a lower level of Eng-
The first factor, named Commu- lish. Finally, one can observe a large
nication Apprehension, accounted negative correlation between grade
for 34.99% of the variance and and the Communication Apprehen-
included items related to the fear sion factor (r = –.290), the Evalua-
in participating in class, nervous- tion Anxiety factor (r = –.291), and
ness and lack of confidence. The total FLCAS score. Table 3 shows
second factor, which accounted for more detailed results from these
5.41% of the variance, included correlation analyses.
items related to fear of failing in
an exam or to be negatively evalu- Regression analysis
ated in class, fear to fall behind and
pressure related to the study of the Regression analysis was used
foreign language, and was labeled to determine the best predictors of
Evaluation Anxiety. The last and foreign language anxiety. We chose
Revista de Psicodidáctica, 2012, 17(1), 5-2616 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
Table 3
Pearson Product-Moment Correlations Among Anxiety Items, Factors
and Total Scores
Age Level Grade
FLCAS1 –.164* –.084 –.228**
FLCAS2 –.094 .004 –.110
FLCAS3 –.195** –.150* –.166*
FLCAS4 –.059 –.059 –.152*
FLCAS5 –.094 –.162* .094
FLCAS6 –.172* .036 .022
FLCAS7 –.186** –.094 –.311**
FLCAS8 –.055 –.102 –.227**
FLCAS9 –.234** –.117 –.241**
FLCAS10 –.179** .067 –.058
FLCAS11 –.117 –.053 –.120
FLCAS12 –.229** –.122 –.274**
FLCAS13 –.208** –.121 –.189**
FLCAS14 –.045 –.083 –.078
FLCAS15 –.111 –.094 –.095
FLCAS16 –.206** –.087 –.137
FLCAS17 –.104 –.039 –.119
FLCAS18 –.083 –.101 –.309**
FLCAS19 –.164* –.049 –.110
FLCAS20 –.176* –.155* –.150*
FLCAS21 –.126 .021 –.184**
FLCAS22 –.009 –.102 –.123
FLCAS23 –.148* –.074 –.345**
FLCAS24 –.239** –.241** –.234**
FLCAS25 –.017 –.069 –.243**
FLCAS26 –.233** –.082 –.317**
FLCAS27 –.183** –.108 –.180*
FLCAS28 –.141* –.100 –.129
FLCAS29 –.152* –.151* –.193**
FLCAS30 –.114 –.062 –.298**
FLCAS31 –.216** –.139* –.154*
FLCAS32 –.184** –.219** –.059
FLCAS33 –.144* –.073 –.191**
Communication apprehension –.252** –.174* –.290**
Evaluation anxiety –.175* –.083 –.291**
Discomfort –.199** –.131 –.046
Total FLCAS –.251** –.157* –.304**
* p = .05; ** p = .01.
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 17
to use regression analysis (Enter presented regression model is
method) to determine whether the significant. Three of the socio-
socio-demographic variables age, demographic variables, age, gender
gender, grade and level influenced and grade, explained 19.2% of the
anxiety. variance of anxiety in students.
It was found that there was a Among the predictor variables,
significant relationship between grade had the highest relative im-
the socio-demographic variables pact on anxiety, followed by age
and anxiety (p = .000; R2 = 0.192; and gender, as can be appreciated in
R = 0.438). This means that the Table 4.
Table 4
Regression Model for Predicting Foreign Language Anxiety
Variable B Standart error Beta t p
(Constant) 164.987 10.835 15.227 .000
Age –1.382 .447 –.205 –2.970 .003
Gender –9.352 3.255 –.195 –2.873 .005
Grade –3.649 .924 –.268 –3.948 .000
Level –3.695 2.849 –.090 –1.297 .196
Discussion language anxiety in a culturally dif-
ferent and underexplored context.
FLA research literature has paid The results of the present study
considerable attention to foreign indicate that a high number of stu-
language anxiety. However, neither dents have average anxiety levels,
the foreign languages included in and are consistent with the findings
previous research nor the contexts in previous studies with English
involved have been the same as a foreign language (Liu, 2006),
as in the present study. The main and Spanish as a foreign language
contribution of this research is to (Marcos-Llinás & Juan-Garau,
underline the level of anxiety of 216 2009) in other socio-demographic
Spanish university students learn- university contexts. In the case of
ing English. It also sheds light on the Spanish context, with a histori-
the roles that gender, age, language cally poor level in English, we could
level and grade play in the level of assume that these anxiety levels
anxiety of these learners. Thus, the exert a determining influence in the
study offers a unique perspective language learning process and may
by focusing on the issue of foreign be one of the obstacles that slow
Revista de Psicodidáctica, 2012, 17(1), 5-2618 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
down or hinder the development (Donovan & MacIntyre, 2005).
and achievement of a complete, or The literature reviewed shows that
almost complete, command of the gender differences in the anxiety
language. construct have been explained from
However, it is interesting to note two different perspectives, both
that the mean scores obtained in based on the socialization process.
the study by Rodríguez and Abreu The first perspective considers that
(2003) with learners of English women tend to undervalue their
and French are considerably lower own performance, experience more
than the mean score in the present negative feelings and feel less com-
study. The reason for the difference fortable than men (Benson, Ban-
in figures might be in students’ dalos, & Hutchinson, 1994). The
level of motivation. In Rodríguez second view, however, states that
and Abreu’s research, the learners there are no real differences in anxi-
were pre-service language teachers ety levels between genders and that
and therefore may have been more women are more willing to admit
motivated than learners from other to anxiety. Perhaps, this is due to
studies in which FL classes were a the fact that they are encouraged to
requirement. In our study, although do so from an early age, since this
there were participants aiming to be is a ‘feminine’ feature in Western
English primary teachers, the results society (Dusek, 1980). Therefore,
were analyzed globally, as we have according to this second theory, the
seen. The authors are in the process differences in figures could reflect
of investigating whether the fact of differences in the willingness to
having English as their main subject admit to anxiety, and not real differ-
—i.e. because they want to become ences in anxiety levels.
teachers of English— and not as a Without doubt, further research
degree requirement, might decrease is needed in this area. Gender as a
the level of anxiety in learners. variable has not received sufficient
As for the gender differences in attention in the field of second lan-
anxiety levels, the analyses indicate guage learning (Jiménez Catalán,
that anxiety among female students 2003; Sunderland, 2000, 2010).
was higher than among their male Traditionally, gender has been
counterparts. More specifically, it examined as a factor of variation
was higher in terms of Communica- in sociolinguistics, and research in
tion Apprehension, Evaluation Anxi- this field has indicated that women
ety, and the global FLCAS score. tend to ask more questions in in-
This study supports the findings of teractions, use more polite speech
some early studies carried out in forms and interrupt less frequently
a university context with students than men (Holmes, 1994; West &
who had Japanese (Machida, 2001) Zimmerman, 1983). Besides, if
and French as a foreign language we consider that some studies in
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 19
foreign language learning have showed that the more proficient in
shown females to have a more English the students were, the less
positive attitude towards language anxious they were in oral English
learning, to be more motivated, and class. The fear for something new
to perform better than males in the and over which one does not have
foreign language (Bacon & Finne- much control may be influencing
man, 1992; Kaylani, 1996), the need the learners to feel more anxious.
to continue analyzing how women However, other findings have
and men really perceive the process pointed in the opposite direction,
of foreign language learning is un- like the ones obtained in the studies
questionable. Consequently, and in by Marcos-Llinás and Juan-Garau’s
order to better understand the way (2009) and Ewald’s (2007) find-
females and males face language ings for the Spanish classroom and
learning, it would be interesting to also Kitano´s (2001) findings for
measure their anxiety using qualita- the Japanese classroom. As Kitano
tive methodology. (2001) has suggested, this may be
Regarding age, the results sug- due to the fact that in the higher
gest that younger learners tend to be levels instruction is aimed at devel-
more anxious than older ones. They oping more authentic and sophis-
are more apprehensive towards ticated communication skills, and
communication, more anxious as this increase in the complexity of
regards evaluation and tend to feel instruction may lead students to be
less comfortable speaking English. more apprehensive about commu-
By contrast, the results in the study nication or to feel less comfortable
by Bailey et al. (2000) in a univer- when speaking English both inside
sity context show that older learn- and outside the classroom.
ers experience more anxiety than As regards grade, the results
younger ones. reveal that the higher the anxiety
As for the students’ language level, the lower the grade obtained
level, it can be appreciated that in English, as found in the work
the lower the language proficiency done by Ganschow, Sparks, Ander-
level, the higher the anxiety levels. son, Javorshy, Skinner, and Patton
These findings are consistent with (1994) with students enrolled in
those of Gardner, Tremblay, and introductory Spanish classes in a
Masgoret (1997), who found that Midwestern USA university. How-
anxiety decreases when experi- ever, as these are not experimental
ence and proficiency increases. studies, it is not possible to know
In their investigation with French if low grades lead to higher anxiety
learners, beginners showed higher levels or if, on the contrary, high
anxiety than more advanced learn- anxiety levels lead to low grades.
ers. Similarly, Liu’s (2006) study Reducing anxiety would presum-
with Chinese learners of English ably help students to obtain higher
Revista de Psicodidáctica, 2012, 17(1), 5-2620 PATRICIA ARNAIZ AND FÉLIX GUILLÉN
grades, since their self-confidence (1983), but the items do not have
would increase. the same weight; Pérez-Paredes and
In the application of the factor Martínez-Sánchez’s (2000-2001)
analysis to reduce the number of and Aida’s (1994) work have four
variables and to discover the struc- factors and Matsuda and Gobel’s
ture in the relationships between (2004), two. These discrepancies
variables, the Communication Ap- make it necessary to further the
prehension factor appears as the study of the FLCAS construct.
most outstanding component of Finally, it was discovered that
the FLCAS construct. Whether it students with the highest level of
is given this label (Horwitz, 1983; foreign language anxiety tended
Pérez-Paredes & Martínez-Sánchez, to have one of the following
2000-2001), or another —Speech three characteristics: lower grade,
Anxiety and Fear of Negative Evalu- younger age and female.
ation (Aida, 1994), General English Achieving success at univer-
Classroom Performance Anxiety sity is a key aim of any learner,
(Matsuda & Gobel, 2004)—, the therefore the aspects that may play
composition of this factor is roughly a determining role in the learn-
the same in all the studies reviewed. ing process should be carefully
When we take into consideration studied (see, e.g., Closas, Sanz de
all the items in this factor, we can Acedo, & Ugarte, 2011; García-
conclude that the FLA construct fo- Ros & Pérez-González, in press).
cuses on the speaking skill and stu- Our study corroborates the need to
dents’ interpretations of events both dedicate efforts to finding ways to
inside and outside the classroom. decrease anxiety levels in the lan-
The relevance of this component guage classroom and thus create
is consistent with the findings in a supportive learning environment
Onwuegbuzie et al. (1999) which where students didn’t feel fear to
reveal that the group of variables participate, or at least felt less fear,
that contribute most to the predic- were not afraid of making mistakes,
tion of FLA are expected final and did not worry constantly about
foreign language course average, being evaluated either by their fel-
perceived self-worth and perceived low students or their teacher. From
scholastic competence. a pedagogical perspective, we con-
However, neither the total sider that the data provided here are
number of factors specified in the important. As it happens in other
Factor Analysis performed nor the disciplines like, for example, music
weight of the rest of the compo- (Conde Domarco, 2004), we believe
nents is consistent with the findings that being aware of this reality may
in previous studies. The present encourage professionals to take
study, for example, has the same measures in the language classroom
number of factors as Horwitz’s to help students.
Revista de Psicodidáctica, 2012, 17(1), 5-26FOREIGN LANGUAGE ANXIETY IN A SPANISH UNIVERSITY SETTING… 21
Future research should continue It would be very helpful for the area
to focus on the analysis of psycho- to have a clear picture of a learning
logical variables in the foreign lan- context in which information about
guage learning process of university learners is often overlooked. Knowl-
students. It would be convenient edge about learners will allow teach-
to detect university students’ self- ers to make more accurate decisions
concept levels and find out to what in the language learning/teaching
extent these are connected with anxi- process. We firmly believe that apart
ety levels. Similarly, research into the from all the advances achieved as
coping strategies used by university regards methodology, psychological
students with lower anxiety levels or variables deserve careful analysis
by students who have overcome anx- and attention in the foreign language
iety, could yield interesting results. learning context.
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