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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
2022-10-18
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 therelational survey model, it was found that students’ foreign language learninganxiety and learner autonomy perceptions were at moderate level; there was amoderate, positive and significant relationship between learner autonomyperceptions and foreign language learning anxiety; there is a statisticallyinsignificant, negative and close relationship between English language courseachievement and foreign language learning anxiety and learner autonomyperceptions and this relationship does not predict English language courseachievement significantly; therefore, foreign language learning anxiety could nothave a meaningful mediation role in the relationship between students’ learnerautonomy perceptions and English language course achievements.

📌 3 Key Takeaways

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

Abstract

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

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Cite This Article

KARAKIŞ, Ö. (2022). 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/590512

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