Original article | Innovational Research in ELT 2022, Vol. 3(1) 32-44
Seda Gökce & Ayhan Kahraman
pp. 32 - 44 | DOI: https://doi.org/10.29329/irelt.2021.449.4 | Manu. Number: MANU-2203-12-0003.R1
Published online: June 30, 2022 | Number of Views: 45 | Number of Download: 467
In the general sense, anxiety is a feeling that causes trouble in mind. Accordingly, language learning anxiety can be listed as one of the factors affecting learners negatively in and out of the educational settings due to the Covid-19 pandemic. For this reason, being aware of students’ learning conditions that affect their anxiety level is significant for language teachers to set clear expectations about the learning outcomes of the school subjects. Regarding young learners in Turkey, the distance education context is a highly new way to be pursued in the scope of experience. Considering this information, the current study aims to profile and compare individual language anxiety levels of 5th-grade students in face-to-face learning and distance learning. Research is valuable since distance learning is a new concept for young learners in Turkey, resulting from the pandemic, and very few researchers have focused on young learners in Turkey. The study was conducted in a state school in Kütahya. Participants were 5th-grade students from three different sections of the school. In the study, the Foreign Language Classroom Anxiety Scale (FLCAS) and its modified distance learning version were used. The results of the two tests were compared. While some factors do not show a significant difference, some aspects of fear of communication increase in the target foreign language. However, some items related to fear of making mistakes have noticeably reduced in distance learning.
Keywords: distance learning, foreign language anxiety, face-to-face learning, young learners
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