motivation

reading comprehension

language attitudes

language anxiety

willingness communicate

academic engagement

regulation online collaborative

achievement emotions

english learning

english foreign

Journal for the Psychology of Language Learning

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14,128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12,585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.

The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis