Predictors of foreign language speaking anxiety in a tertiary level EFL context

Gonca Nur Ölmez; Binnur Genç İlter

doi:10.30827/portalin.vi43.28720

Autores/as

Gonca Nur Ölmez Antalya Bilim University, Türkiye (Corresponding author) https://orcid.org/0000-0002-3381-6730
Binnur Genç İlter Akdeniz University, Türkiye

DOI:

https://doi.org/10.30827/portalin.vi43.28720

Palabras clave:

Ansiedad al hablar en L2, disposición a comunicarse en L2, el yo ideal en L2, el yo que se debería ser en L2, motivación en L2

Resumen

Este estudio tuvo como objetivo investigar la ansiedad al hablar el idioma inglés como lengua extranjera (EFL) en estudiantes de nivel terciario, y su relación con la disposición a comunicarse en la L2, el yo ideal y el yo deóntico L2, y la motivación en la L2 en un contexto turco de EFL mediante un enfoque de métodos mixtos. Se utilizó un formulario de encuesta compuesto para recopilar datos cuantitativos, mientras que los datos cualitativos se recopilaron mediante entrevistas semiestructuradas. Los principales hallazgos indicaron que el yo deóntico L2 tenía la conexión positiva más fuerte con la ansiedad al hablar en la L2, mientras que las demás variables se correlacionaban negativamente con la ansiedad al hablar en la L2. El análisis de regresión múltiple mostró que el yo deóntico L2 fue el predictor más fuerte y el único predictor positivo de la ansiedad al hablar en la L2. La motivación en la L2 y el yo ideal en la L2 le siguieron como dos predictores negativos, respectivamente. Sin embargo, la disposición a comunicarse en la L2 no tuvo un impacto significativo en el modelo de regresión.

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Biografía del autor/a

Gonca Nur Ölmez, Antalya Bilim University, Türkiye (Corresponding author)

Lecturer at Antalya Bilim University, School of Foreign Languages, Antalya, Türkiye. She has a bachelor’s degree in ELT Department of Dokuz Eylül University. She has received her MA from Akdeniz University, ELT Department. Her main research interests include skills teaching, technology in education, the psychology of language learning, and professional development.

Binnur Genç İlter, Akdeniz University, Türkiye

Professor at Akdeniz University, ELT Department, Antalya, Türkiye. She is working as the head of ELT Department. She has received her PhD from Ankara University, MA and BA from Gazi University. Her main research interests include teaching English to young learners, materials development in ELT, skills teaching, and bilingualism.

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INFORMATION:

This paper is based on the MA thesis of the first author submitted to the Graduate School of Educational Sciences, Akdeniz University, Antalya, Türkiye.