Gender differences in foreign language classroom anxiety: Results of a meta-analysis

Main Article Content

Katalin Piniel
Anna Zólyomi

Abstract

Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing array of studies has employed the FLCAS and analyzed the underlying relationship between the focal construct and foreign language achievement, various individual difference variables and a variety of demographic variables, such as learning experiences, age, and gender. Despite the considerable number of publications, studies focusing on biographical variables and language anxiety have not been conclusive. The aim of the present meta-analysis is to analyze 48 studies that employed the FLCAS to look at the potential gender differences with respect to language anxiety. Although there is great variation in the methodological and reporting practices in the studies included, and findings show a tendency for females to experience higher foreign language anxiety, gender-related differences are not statistically significant. The results of moderator analyses showed that neither age nor target language, regional context, or, in the case of university students, their majors, influence this relationship.

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How to Cite
Piniel, K., & Zólyomi, A. (2022). Gender differences in foreign language classroom anxiety: Results of a meta-analysis. Studies in Second Language Learning and Teaching, 12(2), 173-203. https://doi.org/10.14746/ssllt.2022.12.2.2
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Articles
Author Biographies

Katalin Piniel, Eötvös Loránd University, Budapest, Hungary

Katalin Piniel, PhD, works at the Department of English Applied Linguistics, School of English and American Studies, Eötvös Loránd University, Budapest, Hungary. She is particularly interested in conducting research on the dynamic interrelationship of individual differences in foreign language learning.

ORCID ID: https://orcid.org/0000-0001-9225-3301

Contact details: Department of English Applied Linguistics, School of English and American Studies, Eötvös Loránd University, Rákóczi út 5, 1088 Budapest, Hungary (brozik-piniel.katalin@btk.elte.hu)

Anna Zólyomi, Eötvös Loránd University, Budapest, Hungary

Anna Zólyomi is a third-year PhD student in applied linguistics at Eötvös Loránd University, Budapest, Hungary. Her main areas of research include language aptitude and explicit/implicit learning processes.

ORCID ID: https://orcid.org/0000-0002-9280-5775

Contact details: Department of English Applied Linguistics, School of English and American Studies, Eötvös Loránd University, Rákóczi út 5, 1088 Budapest, Hungary (zolyomi.anna@btk.elte.hu)

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