Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control
Bibliographic record
Abstract
The effect of anxiety on foreign language learning has been the subject of a growing body of research, which has focused mostly on students studying foreign languages in the United States and Canada. The present study, in contrast, examined anxiety in Japanese university EFL classes in regard to the type of situations that provoked the anxiety, the perceived cause of the anxiety, and the ability to cope with the anxiety. Based on questions used in a cross-cultural study of emotion responses (Matsumoto, Kudoh, Scherer, & Wallbott, 1988), a survey was conducted among 243 Japanese learners in 31 conversational English classes at four-year universities in Japan. Findings indicated that anxiety was most often associated with the output and processing (in the sense of mental planning) stages of the learning process and that students attributed the cause of anxiety to the teacher or other people. Other findings were that the effect of and response to anxiety were associated with gender and perceived ability level.
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.
How this classification was reachedexpand
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 | 0.000 | 0.000 |
| 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 | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 teacher head, 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".