Speaker
Abstract section 5: References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Torres, K. M., & Turner, J. E. (2016). Students’ foreign language anxiety and self-efficacy beliefs across different levels of university foreign language coursework. Journal of Spanish Language Teaching, 3(1), 57-73. https://doi.org/10.1080/23247797.2016.1163101
Abstract section 3: Content/method
A quantitative study was conducted with 499 university students from two French universities. Data were collected using the Foreign Language Self-Efficacy Scale and the Foreign Language Anxiety Scale developed by Torres and Turner (2016). These questionnaires assessed self-efficacy and anxiety across language skills: listening, speaking, reading, and writing. Statistical analyses examined correlations between self-efficacy beliefs, foreign language anxiety, perceived English proficiency, and international mobility experience. A sociodemographic questionnaire was included to account for participants’ characteristics.
Abstract section 2: Contribution/research questions
Practicing a foreign language can be challenging in both formal and informal contexts, particularly because of the different competencies involved, such as speaking, listening, reading, and writing. Previous research has shown that language anxiety can affect language performance. This study examines the relationship between self-efficacy beliefs and foreign language anxiety among university students learning English in France. It also explores how these variables relate to students' perceived English proficiency and their international mobility experience.
Abstract section 4: Outcomes/results
Results reveal a strong negative correlation between self-efficacy beliefs and foreign language anxiety: students who report higher self-efficacy experience lower levels of anxiety. Students’ perceived English proficiency is positively associated with self-efficacy and negatively associated with language anxiety. In addition, students who participated in international mobility in an English-speaking country report significantly higher self-efficacy and lower anxiety than non-mobile students. Further analyses show that mobility particularly reduces anxiety in productive skills such as speaking and writing. Overall, the findings highlight the central role of self-efficacy in foreign language learning and the positive influence of immersive international experiences.
Abstract section 1: Relevance
Psychological variables play a significant role in foreign language learning. Among these variables, self-efficacy beliefs and foreign language anxiety strongly influence students’ engagement and performance. Previous research has shown that learners with stronger self-efficacy tend to perform better and experience lower anxiety when learning a foreign language. However, fewer studies have examined this relationship in European higher education contexts. This study investigates the relationship between self-efficacy beliefs and foreign language anxiety among university students learning English in France, drawing on Bandura’s (1986) social cognitive theory to better understand how these factors influence language learning experiences.
| Title | Self-Efficacy and Language Anxiety in French EFL Students |
|---|---|
| Teaching Context | College and university education |