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A Person-Specific Perspective on the Dynamics of Anxiety in Foreign Language Learning: A Dynamic P-Technique Factor Analysis

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Title: A Person-Specific Perspective on the Dynamics of Anxiety in Foreign Language Learning: A Dynamic P-Technique Factor Analysis
Language: English
Authors: Majid Elahi Shirvan (ORCID 0000-0003-3363-8273), Tahereh Taherian (ORCID 0000-0003-2583-8224), Mariusz Kruk (ORCID 0000-0001-5297-1966), Miroslaw Pawlak (ORCID 0000-0001-7448-355X)
Source: Studies in Second Language Learning and Teaching. 2025 15(4):909-934.
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: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Anxiety, Second Language Learning, Student Experience, Adult Students, Predictor Variables, Self Esteem, Fear, Negative Attitudes, Measures (Individuals), English (Second Language), Foreign Countries
Geographic Terms: Iran
Assessment and Survey Identifiers: Foreign Language Classroom Anxiety Scale
ISSN: 2083-5205
2084-1965
Abstract: In the field of second and foreign language (L2) anxiety studies, which are predominantly group-based, the role of individual-level inner workings of L2 anxiety has been neglected. Emerging evidence in L2 learning underscores that while aggregating data from a large number of learners reveals general trends, this approach often overlooks the distinct characteristics inherent in each individual's data. For this reason, specialists have emphasized the necessity of illuminating unique and individualized experiences of L2 anxiety, both in short- and long-term evaluations. The present study aimed to grasp person-specific variation in L2 anxiety in Sara, an adult female L2 learner. In a year-long ecological momentary assessment study design, Sara provided daily replies to an online questionnaire about L2 anxiety. Using the dynamic P-technique, this research explored how Sara's L2 anxiety ratings on a given day impacted or predicted her rating on the following day and the consistency of her evaluations over time. Results revealed that a four-factor structure best represented her daily L2 anxiety, comprising lack of self-confidence (LSC), fear of negative evaluation (FNE), performance anxiety (PA), and negative attitude toward language learning (NA). It was observed that on days when Sara experienced higher-than-usual LSC and FNE, her return to equilibrium was slower compared to days with heightened PA or NA. Additionally, despite daily fluctuations in the four subfactors, these factors appeared immune to fluctuations in predictor levels and did not immediately affect other subfactors. Moreover, LSC, FNE, PA, and NA exhibited positive feedback loops, where each subfactor could potentially predict another in subsequent states.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492372
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Person-Specific Perspective on the Dynamics of Anxiety in Foreign Language Learning: A Dynamic P-Technique Factor Analysis
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  Data: <searchLink fieldCode="AR" term="%22Majid+Elahi+Shirvan%22">Majid Elahi Shirvan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3363-8273">0000-0003-3363-8273</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tahereh+Taherian%22">Tahereh Taherian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2583-8224">0000-0003-2583-8224</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mariusz+Kruk%22">Mariusz Kruk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5297-1966">0000-0001-5297-1966</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miroslaw+Pawlak%22">Miroslaw Pawlak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7448-355X">0000-0001-7448-355X</externalLink>)
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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>. 2025 15(4):909-934.
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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: 26
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  Data: <searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Fear%22">Fear</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: In the field of second and foreign language (L2) anxiety studies, which are predominantly group-based, the role of individual-level inner workings of L2 anxiety has been neglected. Emerging evidence in L2 learning underscores that while aggregating data from a large number of learners reveals general trends, this approach often overlooks the distinct characteristics inherent in each individual's data. For this reason, specialists have emphasized the necessity of illuminating unique and individualized experiences of L2 anxiety, both in short- and long-term evaluations. The present study aimed to grasp person-specific variation in L2 anxiety in Sara, an adult female L2 learner. In a year-long ecological momentary assessment study design, Sara provided daily replies to an online questionnaire about L2 anxiety. Using the dynamic P-technique, this research explored how Sara's L2 anxiety ratings on a given day impacted or predicted her rating on the following day and the consistency of her evaluations over time. Results revealed that a four-factor structure best represented her daily L2 anxiety, comprising lack of self-confidence (LSC), fear of negative evaluation (FNE), performance anxiety (PA), and negative attitude toward language learning (NA). It was observed that on days when Sara experienced higher-than-usual LSC and FNE, her return to equilibrium was slower compared to days with heightened PA or NA. Additionally, despite daily fluctuations in the four subfactors, these factors appeared immune to fluctuations in predictor levels and did not immediately affect other subfactors. Moreover, LSC, FNE, PA, and NA exhibited positive feedback loops, where each subfactor could potentially predict another in subsequent states.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 909
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Self Esteem
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      – SubjectFull: Fear
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      – SubjectFull: Negative Attitudes
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Iran
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      – SubjectFull: Foreign Language Classroom Anxiety Scale
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      – TitleFull: A Person-Specific Perspective on the Dynamics of Anxiety in Foreign Language Learning: A Dynamic P-Technique Factor Analysis
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