Testing a model of teaching for anxiety and success for English language teaching

Onem E. E., Ergenc I.

CAMBRIDGE JOURNAL OF EDUCATION, cilt.43, sa.3, ss.357-376, 2013 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 43 Sayı: 3
  • Basım Tarihi: 2013
  • Doi Numarası: 10.1080/0305764x.2013.792786
  • Dergi Adı: CAMBRIDGE JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.357-376
  • Anahtar Kelimeler: anxiety, learning, success, teaching, English as a Foreign Language, BIG-FISH, SELF-CONCEPT, PERFORMANCE, INTERFERENCE, STUDENTS, STRESS, IMPACT
  • Erciyes Üniversitesi Adresli: Evet

Özet

Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study design. Anxiety levels were measured by anxiety questionnaires and electroencephalograph recordings of brain waves and success was measured by grammar tests prepared by the researcher. Results of Mann-Whitney U Test, Wilcoxon Signed Ranks Test and ANOVA pointed to a statistically significant difference in anxiety and success levels between the experiment and control group. Discussion of the results as well as implications for future research is presented.