La ansiedad y la presencia de un desconocido en una clase de lenguas extranjeras
Keywords:aprendizaje de idiomas, ansiedad, desempeño en la aula, español.
Despite a plethora of information on the topic of anxiety in academic settings, the ways that anxiety affect student performance remains unclear, especially in the foreign language classroom. The present paper describes a study that was conducted in which American students in a university-level Spanish class gave insight into various aspects of their anxiety. Results reveal that students who admit to having both high and low levels of anxiety performed worse on a grammar test than students who admitted to feeling “normal.” Students also proved to be poor judges of their own performance as their accuracy was compared to a post-task questionnaire. The presence of a person other than the teacher did not affect the students’ performance. Finally, despite its reputation for being anxiety inducing, the students surveyed ranked foreign languages as less stressful than other academic subjects. Results indicate that instead of aiming to remove all anxiety in a foreign language class, instructors might aspire to make students feel as normal as possible.
Anderson, S.B., and W.I. Sauser. Measurement of test anxiety: An overview. Philadelphia, PA:
Taylor & Francis, 1995. Print.
Ball, Samuel. “Anxiety and Test Performance.” Test Anxiety:Theory, Assessment, and
Treatment. Eds. Charles D. Spielberger, and Peter R. Vagg. Washington, D.C.: Taylor &
Francis, 1995. 107-113. Print.
Brandmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks? A study with advanced language learners. The Reading Matrix, 5(2), 67-77. Retrieved from
Duxbury, J.G., & Tsai, L. (2010). The effects of cooperative learning on foreign language
anxiety: A comparative study of Taiwanese and American universities. International
Journal of Instruction, 3(1), 3-18. Retrieved from http://files.eric.ed.gov/fulltext/ED522937.pdf
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206-220.
Liu, H. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language preference. Electronic Journal of Foreign Language Teaching, 9(1), 123-
Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2(6),
Mahmoodzadeh, M. (2012). Investigating foreign language speaking anxiety within the EFL learner’s interlanguage system: The case of Iranian learners. Journal of Language Teaching and Research, 3(3), 466-476.
Occhipinti, A. (2009). Foreign language anxiety in in-class speaking activities. (Master’s
thesis). The Department of Literature, Area Studies and European Languages at the University of Oslo. Retrieved from
Osboe, S., Fujimura, T., & Hirschel, R. (2007). Student confidence and anxiety in L2 speaking activities. Proceedings of the Independent Learning Association 2007 Japan Conference:
Exploring Theory, Enhancing Practice: Autonomy across the Disciplines. Kanda University of International Studies, Chiba, Japan. Retrieved from
Supon, V. (2004). Implementing strategies to assist test-anxious students. Journal of Instructional Psychology, 31(4), 292-96.
Trang, TTT., Moni, K., & Baldauf, R.B., Jr. (2012). Foreign language anxiety and its effects on
students’ determination to study English: To abandon or not to abandon? TESOL in
Context, 3, 1-13. Retrieved from
Wang, S. (2010). An experimental study of Chinese English major students’ listening anxiety of classroom learning activity at the university level. Journal of Language Teaching and Research, 1(5), 562-568. Retrieved from
Xu, R., & Li, Y. (2010). The effects of teachers’ verbal behavior on students’anxiety-based on
The first-year college English classroom in China. Journal of Language Teaching and
Research,1(3), 250-253. Retrieved from
Authors who publish with this journal agree to the following terms:
This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).