The Relationship Between Bilingual Children’s Language Anxiety and Learning Motivation
Bibliographic record
Abstract
The goal of this study is to examine whether increased relatedness among bilingual children would decrease their language anxiety and improve their self-motivations in learning a foreign language. The relatedness in this study is defined as a innate psychological need for motivations by self-determination theory. Their language performance skills are also being observed under the control of relatedness. This article reviewed several past research on the discussion of language anxiety’s impact on Bilingual children. Existed research showed learning motivations would improve under an increased relatedness and relaxing learning environment. Under this scenario, it would decrease the level of language anxiety, and students’ language performances could be benefited. The outcome of a low level of language anxiety also shows significance in ameliorating students’ positive attitude towards learning a foreign (English) language. This review gives teachers pointers on how to form a proper classroom setting where students are more likely to be motivated to speak out and less likely to be anxious about doing so, both of which may boost their students’ academic achievement.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".