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Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese

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Title: Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese
Language: English
Authors: Jin, Yinxing, de Bot, Kees, Keijzer, Merel
Source: Studies in Second Language Learning and Teaching. 2017 7(1):105-125.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 21
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Affective Behavior, Correlation, Second Language Learning, Language Proficiency, Anxiety, Language Tests, Outcomes of Education, Second Language Instruction, Undergraduate Students, Japanese, English (Second Language), Chinese, Native Language, Predictor Variables, Student Surveys, Student Attitudes, Reliability, Classroom Environment, Foreign Countries, Multiple Regression Analysis
Geographic Terms: China
ISSN: 2083-5205
Abstract: The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
Abstractor: As Provided
Number of References: 54
Entry Date: 2017
Accession Number: EJ1137941
Database: ERIC
FullText Text:
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  Data: Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese
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  Data: <searchLink fieldCode="AR" term="%22Jin%2C+Yinxing%22">Jin, Yinxing</searchLink><br /><searchLink fieldCode="AR" term="%22de+Bot%2C+Kees%22">de Bot, Kees</searchLink><br /><searchLink fieldCode="AR" term="%22Keijzer%2C+Merel%22">Keijzer, Merel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2017 7(1):105-125.
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  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
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  Data: Y
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese%22">Japanese</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Regression+Analysis%22">Multiple Regression Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2083-5205
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 54
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  Data: 2017
– Name: AN
  Label: Accession Number
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  Data: EJ1137941
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 105
    Subjects:
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Japanese
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Multiple Regression Analysis
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese
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            NameFull: Jin, Yinxing
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            NameFull: de Bot, Kees
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            NameFull: Keijzer, Merel
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              Type: published
              Y: 2017
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              Value: 2083-5205
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