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Journals / Sakarya University Journal of Education / 2020 / Cilt: 10 - Sayı: 2

Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety

Özlem KARAKIŞ
Pages
312–335
Publication Date
2020-08-30
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In the study, carried with 472 undergraduate students, utilizing the relational survey model, it was found that students’ foreign language learning anxiety and learner autonomy perceptions were at moderate level; there was a moderate, positive and significant relationship between learner autonomy perceptions and foreign language learning anxiety; there is a statistically insignificant, negative and close relationship between English language course achievement and foreign language learning anxiety and learner autonomy perceptions and this relationship does not predict English language course achievement significantly; therefore, foreign language learning anxiety could not have a meaningful mediation role in the relationship between students’ learner autonomy perceptions and English language course achievements.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to determine learner autonomy perceptions and English language course achievement mediated by foreign language learning anxiety.
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Key Findings & Data:The aim of this study is to determine learner autonomy perceptions and English language course achievement mediated by foreign language learning anxiety.
💡
Conclusion & Impact:In the study, carried with 472 undergraduate students, utilizing the relational survey model, it was found that students’ foreign language learning anxiety and learner autonomy perceptions were at moderate level; there was a moderate, positive and significant relationship between learner autonomy perceptions and foreign language learning anxiety; there is a statistically insignificant, negative and close relationship between English language course achievement and foreign language learning anxiety and learner autonomy perceptions and this relationship does not predict English language course achievement significantly; therefore, foreign language learning anxiety could not have a meaningful mediation role in the relationship between students’ learner autonomy perceptions and English language course achievements.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Foreign language learning anxiety · Learner autonomy perception · English language course achievement

Abstract

The aim of this study is to determine learner autonomy perceptions and English language course achievement mediated by foreign language learning anxiety. In the study, carried with 472 undergraduate students, utilizing the relational survey model, it was found that students’ foreign language learning anxiety and learner autonomy perceptions were at moderate level; there was a moderate, positive and significant relationship between learner autonomy perceptions and foreign language learning anxiety; there is a statistically insignificant, negative and close relationship between English language course achievement and foreign language learning anxiety and learner autonomy perceptions and this relationship does not predict English language course achievement significantly; therefore, foreign language learning anxiety could not have a meaningful mediation role in the relationship between students’ learner autonomy perceptions and English language course achievements.

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Cite This Article

KARAKIŞ, Ö. (2020). Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety. Sakarya University Journal of Education, Cilt: 10 - Sayı: 2, 312–335. https://ajindex.com/articles/239961

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