The Effect of Language Anxiety and Proficiency on Saudi EFL Learners' Attitudes Towards Teacher Code-Switching
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| Publicat a: | Journal of Language Teaching and Research vol. 15, no. 5 (Sep 2024), p. 1653 |
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| Autor principal: | |
| Publicat: |
Academy Publication Co., Ltd.
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| Matèries: | |
| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.17507/jltr.1505.26 |2 doi | |
| 035 | |a 3111283545 | ||
| 045 | 2 | |b d20240901 |b d20240930 | |
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| 100 | 1 | |a Almansour, Noha |u College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia | |
| 245 | 1 | |a The Effect of Language Anxiety and Proficiency on Saudi EFL Learners' Attitudes Towards Teacher Code-Switching | |
| 260 | |b Academy Publication Co., Ltd. |c Sep 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study investigates the attitudes of Saudi EFL learners towards teacher code-switching in the classroom and explores the effect of foreign language anxiety and language proficiency on these attitudes. This mixed-methods study combined quantitative and qualitative approaches. The quantitative part involved the use of a self-reported questionnaire to elicit learners’ attitudes towards teacher code-switching and foreign-language anxiety. Additionally, qualitative data were collected through an open-ended question to explore learners’ perspectives on the role of teacher code-switching in the classroom. The sample comprised 146 Saudi EFL students. The findings indicated that the Saudi EFL learners generally held a positive attitude towards teacher code-switching, perceiving it as a beneficial instructional, communicative tool for language learning. Furthermore, the study revealed that foreign language anxiety had a significant effect on learners’ attitudes towards code-switching, with high-anxiety learners exhibiting more positive attitudes than low-anxiety learners in three dimensions: subject access, classroom management, and interpersonal relations. Language proficiency, however, had no significant influence on learners’ attitudes towards teacher code-switching. These findings have important pedagogical implications that could help language teachers implement code-switching as an effective instructional tool to reduce learners’ anxiety and enhance the language learning experience. | |
| 651 | 4 | |a Saudi Arabia | |
| 653 | |a Classroom management | ||
| 653 | |a Teaching | ||
| 653 | |a Qualitative research | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a Anxiety | ||
| 653 | |a Students | ||
| 653 | |a Perceptions | ||
| 653 | |a Language proficiency | ||
| 653 | |a Code switching | ||
| 653 | |a Teacher attitudes | ||
| 653 | |a Interpersonal relations | ||
| 653 | |a Communication | ||
| 653 | |a English proficiency | ||
| 653 | |a Language instruction | ||
| 653 | |a Student teacher relationship | ||
| 653 | |a English as a second language | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Attitudes | ||
| 653 | |a Second language teachers | ||
| 653 | |a Bilingualism | ||
| 653 | |a Teachers | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Student attitudes | ||
| 653 | |a Competence | ||
| 653 | |a Classrooms | ||
| 653 | |a Learning | ||
| 653 | |a Language attitudes | ||
| 653 | |a Foreign languages | ||
| 653 | |a Language acquisition | ||
| 653 | |a Language | ||
| 773 | 0 | |t Journal of Language Teaching and Research |g vol. 15, no. 5 (Sep 2024), p. 1653 | |
| 786 | 0 | |d ProQuest |t Career & Technical Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3111283545/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3111283545/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3111283545/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |