{"title":"Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task","authors":"Qiong Wang, Shaofeng Li, Martin East","doi":"10.1075/jsls.00027.wan","DOIUrl":null,"url":null,"abstract":"\n The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an\n oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video\n narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory\n factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties,\n environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the\n largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task\n anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait\n anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and\n researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Second Language Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/jsls.00027.wan","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an
oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video
narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory
factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties,
environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the
largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task
anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait
anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and
researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.