Foreign Language Classroom Anxiety Scale: A Comparison of Three Models

Rokiah, Bt Paee and Jecky, Misieng (2012) Foreign Language Classroom Anxiety Scale: A Comparison of Three Models. [Working Paper]

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Abstract

Foreign language learning anxiety has long been recognized as one of the factors affecting the effectiveness of language learning but research findings have shown conflicting results. Horwitz et al. (1986) proposed a theory that predicts learners’ foreign language anxiety in the classroom and developed the Foreign Language Classroom Anxiety Scale (FLCAS) that was hypothesized to include three domains: communication apprehension, test anxiety and fear of negative evaluation. However Aida’s (1994) study revealed FLCAS is a four factor model: speech anxiety and fear of negative evaluation, fear of failing the Japanese class, degree of comfort when speaking with native speakers of Japanese and negative attitudes towards the Japanese class. Another four factor model was proposed by Zhao (2007) who reconstructed Horwitz et al.'s three factor model into four domains: communication apprehension, test anxiety, fear of negative evaluation and anxiety of foreign language class. In the current study, Horwitz’s three factor model, Aida’s and Zhao’s four factor model of the FLCAS were revisited and compared to see which one has a better fit for the Malaysian Japanese language learners. The FLCAS was administered to 328 beginning learners of Japanese in a Malaysian university. The internal consistency coefficient of the instrument was Cronbach’s alpha = .896 (m = 98.0 and SD = 15.17) which shows a reasonably high internal consistency. Confirmatory Factor Analysis (CFA) were carried using SPSS AMOS and Aida’s four factor model shows a better fit to the Malaysian data.

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