The Impact of Contracting on Active Participation and Alleviating Foreign Language Anxiety: A Preliminary Study
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| Title: | The Impact of Contracting on Active Participation and Alleviating Foreign Language Anxiety: A Preliminary Study |
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| Language: | English |
| Authors: | Nikolina Kuruzovic (ORCID |
| Source: | Research in Pedagogy. 2025 15(2):445-456. |
| Availability: | Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Attitudes, Anxiety, Second Language Learning, Self Efficacy, College Students, Attitude Measures, Intervention, Performance Contracts, Communication (Thought Transfer), Likert Scales, Measures (Individuals), Self Concept Measures |
| Assessment and Survey Identifiers: | Foreign Language Classroom Anxiety Scale, Self Efficacy Scale |
| ISSN: | 2217-7337 2406-2006 |
| Abstract: | Our study focused on Foreign Language Anxiety (FLA) within formal university education. We questioned whether the anxiety experienced during learning a foreign language could be mitigated through the contracting method. Additionally, we examined the relationship between FLA and self-efficacy. Before the onset of our experiment, all participants completed FLA and self-efficacy scales (pre-test). Initially, not all participants had hightened FLA. Subsequently, the experimental group signed a contract with the teacher, committing themselves to active participation. After three weeks, both groups completed FLA and self-efficacy scales again. Findings revealed that both groups experienced a significant reduction in FLA over time. However, we did not observe any notable differences attributable to the contracting intervention. Likewise, we did not observe significant changes in self-efficacy from either the contracting conditions or the passage of time. Notably, there was a negative correlation between FLA and self-efficacy at both measurement time points. These results also question the effectiveness of contracting methods. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498213 |
| Database: | ERIC |
| Abstract: | Our study focused on Foreign Language Anxiety (FLA) within formal university education. We questioned whether the anxiety experienced during learning a foreign language could be mitigated through the contracting method. Additionally, we examined the relationship between FLA and self-efficacy. Before the onset of our experiment, all participants completed FLA and self-efficacy scales (pre-test). Initially, not all participants had hightened FLA. Subsequently, the experimental group signed a contract with the teacher, committing themselves to active participation. After three weeks, both groups completed FLA and self-efficacy scales again. Findings revealed that both groups experienced a significant reduction in FLA over time. However, we did not observe any notable differences attributable to the contracting intervention. Likewise, we did not observe significant changes in self-efficacy from either the contracting conditions or the passage of time. Notably, there was a negative correlation between FLA and self-efficacy at both measurement time points. These results also question the effectiveness of contracting methods. |
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| ISSN: | 2217-7337 2406-2006 |
