|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Today |
|
2,869 |
| Total |
|
5,282,999 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Current Issue |
|
|
|
Go List
 |
|
|
| Volume 19 Number 2, Summer 2022, Pages 398-739 |
|
|
|
| |
English Language Learning Anxiety in Online and Face-to-Face Classes
|
|
| |
Behnam Behforouz, Marilyn C. Gallema, Rhona Maria A. Waga & Saif Al Weshahi
|
|
To measure the amount, type of anxiety, and gender differences in foreign language classes through online and face-to-face studies, 80 Omani EFL learners were randomly selected to participate in the current research. The adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was distributed among the face-to-face participants, and Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) among the online students. To ensure the practicality of the aforementioned questionnaires, the reliability of both tests was measured in depth. Whereas the students who participated in face-to-face classes stated some low degree of anxiety, the degree was insignificant compared to their online counterparts. In the case of gender, during the online classes, students did not show any difference based on the anxiety; however, through face-to-face learning, the female students experienced a low amount of anxiety.
Keywords: English language learning, online, face-to-face, anxiety |
|
|
|
|
|
The Journal of Asia TEFL
