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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Does Foreign Language Classroom Anxiety Mitigate Learner Autonomy Development?
Author(s)
Ilknur Savaskan
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DOI:10.17265/2159-5542/2017.08.003
Affiliation(s)
Uludag University, Bursa, Turkey
ABSTRACT
The present research
attempts to further the understanding of the relation between the language
learner’s levels of language anxiety and learner autonomy. The study is based
on quantitative data attempting to address the following questions: (1) Does
learner anxiety have an impact on the autonomy of young language learners? And (2)
Is there a correlation between the high, average, and low levels of learner
anxiety and autonomy? The research sample was comprised of grade five
(approximately 11 years old) secondary school students registered at a private
secondary school. Results of the data analysis established that learner
autonomy levels were significantly lower when students had a higher degree of
anxiety. The relationship between lower anxiety and higher learner autonomy was
discovered to be stronger than that between higher anxiety and learner
autonomy. Possible inclinations relating to the language learner’s and teacher’s
awareness of the relationship between anxiety and autonomy are stated.
KEYWORDS
learner autonomy, anxiety, foreign language, young learner
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