Anxiety about English learning as a foreign language and the perception of a teacher’s attitudes by Salvadoran high school students
Abstract
The relationship between student anxiety about learning English and his/her perception of teacher's attitude was analyzed in a private school in Quezaltepeque, El Salvador, in a descriptive, correlational, non-experimental and cross-sectional study. Eighty-six high school students participated and two instruments were used, the Foreign Language Classroom Anxiety Scale (FLCAS) and a subscale of Perception of Attitudes of the English Teacher. The results of the study show a medium level of anxiety. The perception of the attitude of the English teacher also obtained an average level. In addition, a significant but weak negative correlation was found between both constructs; the better the student's perception of the teacher's attitudes, the lower the anxiety score is observed. It was observed that the teacher's attitudes perceived by the student are mostly related to anxiety towards learning processes and situations. It was also observed that anxiety towards learning English tends to decrease as the student progresses in studies.
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References
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