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

“The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis” (2020), by Eloise Botes et al. Arts and Humanities research paper. Original abstract below, unchanged. No free PDF was found.

- Authors: Eloise Botes, Jean‐Marc Dewaele, Samuel Greiff
- Published: June 30, 2020
- Field: Arts and Humanities
- DOI: https://doi.org/10.52598/jpll/2/1/3
- Source: https://doi.org/10.52598/jpll/2/1/3

## Abstract

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.

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