TY - GEN
T1 - Exploring the relationship between language learning strategy usage and anxiety among Chinese University Students
AU - Dalte, Olha
AU - Leng, Jing
AU - Gu, Xiaoqing
PY - 2016
Y1 - 2016
N2 - Previous research in term of traditional classroom has indicated that the effectiveness of English learning depends significantly on the strategy usage and different anxiety-provoking situations during communication. Meanwhile, researches in terms of technology-enhanced environment showed that the technology itself also can be a source of anxiety. This paper aims to understand the correlation between LLS usage and two types of anxiety - communication and technology. We adopted the FLASC and SILL questionnaires in order to collect the data from 187 Chinese University Students. The results showed that learners more often used direct LLS than the indirect ones; the most popular are compensation strategies and the least - affective. In addition, findings indicated that there was no significant difference between technology anxiety and the LLS usage. However, the communication anxiety influenced significantly the choice of LLS, especially social, cognitive, affective and memory strategies.
AB - Previous research in term of traditional classroom has indicated that the effectiveness of English learning depends significantly on the strategy usage and different anxiety-provoking situations during communication. Meanwhile, researches in terms of technology-enhanced environment showed that the technology itself also can be a source of anxiety. This paper aims to understand the correlation between LLS usage and two types of anxiety - communication and technology. We adopted the FLASC and SILL questionnaires in order to collect the data from 187 Chinese University Students. The results showed that learners more often used direct LLS than the indirect ones; the most popular are compensation strategies and the least - affective. In addition, findings indicated that there was no significant difference between technology anxiety and the LLS usage. However, the communication anxiety influenced significantly the choice of LLS, especially social, cognitive, affective and memory strategies.
KW - Communication anxiety
KW - Language learning strategies
KW - Technology anxiety
UR - https://www.scopus.com/pages/publications/85018945959
M3 - 会议稿件
AN - SCOPUS:85018945959
T3 - ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings
SP - 489
EP - 491
BT - ICCE 2016 - 24th International Conference on Computers in Education
A2 - Wong, Su Luan
A2 - Barrera, Alba Garcia
A2 - Mitsuhara, Hiroyuki
A2 - Biswas, Gautam
A2 - Jia, Jiyou
A2 - Yang, Jie-Chi
A2 - Banawan, Michelle P.
A2 - Demirbilek, Muhammet
A2 - Gaydos, Matthew
A2 - Lin, Chui-Pin
A2 - Shon, Jin Gon
A2 - Iyer, Sridhar
A2 - Gulz, Agneta
A2 - Holden, Chris
A2 - Kessler, Greg
A2 - Rodrigo, Ma. Mercedes T.
A2 - Sengupta, Pratim
A2 - Taalas, Peppi
A2 - Chen, Weiqin
A2 - Murthy, Sahana
A2 - Kim, Beaumie
A2 - Ochoa, Xavier
A2 - Sun, Daner
A2 - Baloian, Nelson
A2 - Hoel, Tore
A2 - Hoppe, Ulrich
A2 - Hsu, Ting-Chia
A2 - Kukulska-Hulme, Agnes
A2 - Chu, Hui-Chun
A2 - Gu, Xiaoqing
A2 - Chen, Weiqin
A2 - Huang, Jun Song
A2 - Jan, Ming-Fong
A2 - Wong, Lung-Hsiang
A2 - Yin, Chengjiu
PB - Asia-Pacific Society for Computers in Education
T2 - 24th International Conference on Computers in Education, ICCE 2016
Y2 - 28 November 2016 through 2 December 2016
ER -