The Relationship between Language Learners’ Anxiety and Learning Strategy in the CLT Classrooms
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered instruction has been widely accepted and acknowledged as a welcome concept and feasible teaching approach in the English Foreign Language (EFL) context. To improve the proficiency of language learners in EFL classrooms, it is very important to take into account the need of the learners. The present study utilizes Foreign Language Classroom Anxiety Scale (FLCAS) and Communicative Language Teaching Attitude Scale (COLTAS) to examine the participants’ perceptions about learning English. The results indicate that most of the participants express a favorable attitude toward the Communicative Language Teaching (CLT) approach; however, they also reveal their high level of anxiety in the language classroom. Language anxiety is usually reported to have adverse effects on the learning of a second language. It is the language instructors’ mission to accelerate the language learning of their students. One way is to teach students how to learn more effectively and efficiently. Language learning strategies (LLS) are procedures that learners can use to facilitate learning. Both teachers and students should develop an awareness of the learning process and strategies that lead to success. The ultimate goal of this paper is to analyze the factors that affect the participants’ learning strategies and their language anxiety, and offer some pedagogical suggestions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it