THE MEDIATING EFFECT OF ENGLISH LANGUAGE ANXIETY ON THE RELATIONSHIP BETWEEN CLASSROOM LEARNING ENVIRONMENT AND COPING STRATEGIES

European Journal of English Language Teaching Pub Date : 2023-06-26 DOI:10.46827/ejel.v8i3.4906

Merafel Grace S. Abule, Tessie G. Miralles

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Abstract

This study investigated the mediating effect of English language anxiety on the relationship between classroom learning environment and coping strategies among first-year college students of UM Digos College. In order to do so, this study employed the quantitative research design using the descriptive and correlational method via mediation analysis. Using proportionate stratified random sampling, primary data were gathered through the use of online survey questionnaires addressed to 271 respondents who are first-year students with GE 2 subject. In addressing the hypotheses of the study, correlation analysis using Pearson product-moment correlation and mediation analysis using Sobel z test was used. The level of classroom learning environment, coping strategies, and English language anxiety were similarly high among college students. Results also revealed classroom learning environment has significantly predicted coping strategy. However, the classroom learning environment did not significantly predict English language anxiety. Further analysis through Sobel z test confirmed that the mediating effect of English language anxiety on the relationship between classroom learning environment and coping strategies is insignificant.

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英语语言焦虑在课堂学习环境与应对策略关系中的中介作用

本研究考察了英语语言焦虑在课堂学习环境与应对策略之间的中介作用。为此，本研究采用定量研究设计，通过中介分析，采用描述性和相关性方法。采用按比例分层随机抽样的方法，通过在线调查问卷的方式收集了主要数据，调查对象为271名一年级二年级学生。在解决研究假设时，使用Pearson积矩相关和Sobel z检验的中介分析进行相关分析。大学生的课堂学习环境、应对策略和英语语言焦虑水平也同样高。课堂学习环境对学生应对策略有显著的预测作用。然而，课堂学习环境对英语语言焦虑没有显著的预测作用。进一步通过Sobel z检验分析，证实英语语言焦虑在课堂学习环境与应对策略之间的中介作用不显著。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0071/a.p php" alt="Hit counter" />

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European Journal of English Language Teaching

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