A Factor Analytic Study of English Language Anxiety: The Case of Korean University EFL Learners
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Decades of research into FL anxiety have turned out to be conflicting and confusing as evidenced through some of the research findings. The present study explored the FL anxiety construct to identify its underlying dimensionalities. Data drawn from 193 Korean university EFL learners were submitted to factor analysis, using Horwitz et al.’s (1986) conceptualization and their FLCAS as well as replicating the previous study conducted by Aida (1994). Similar to Aida’s research, 8 items of the FLCAS were not clustered into factors extracted with appreciable loadings. A three-factor solution was considered most appropriate for the identification of an underlying structure of the FLCAS items. Three factors were designated as: (1) anxiety about speech, evaluation, and class; (2) Instructor-induced anxiety; and (3) comparative anxiety. Although this study refuted some findings reported by Horwitz et al., MacIntyre and Gardner (1989), and Aida, it did prove successful in generating partial support for some of their earlier research findings. However, such a discrepancy in results deserves scrutiny. It is hoped that this will help to reopen the research agenda so as to shed new light with regard to a possible refinement or reconceptualzation of the FL anxiety construct.
Abstract
Decades of research into FL anxiety have turned out to be conflicting and confusing as evidenced through some of the research findings. The present study explored the FL anxiety construct to identify its underlying dimensionalities. Data drawn from 193 Korean university EFL learners were submitted to factor analysis, using Horwitz et al.’s (1986) conceptualization and their FLCAS as well as replicating the previous study conducted by Aida (1994). Similar to Aida’s research, 8 items of the FLCAS were not clustered into factors extracted with appreciable loadings. A three-factor solution was considered most appropriate for the identification of an underlying structure of the FLCAS items. Three factors were designated as: (1) anxiety about speech, evaluation, and class; (2) Instructor-induced anxiety; and (3) comparative anxiety. Although this study refuted some findings reported by Horwitz et al., MacIntyre and Gardner (1989), and Aida, it did prove successful in generating partial support for some of their earlier research findings. However, such a discrepancy in results deserves scrutiny. It is hoped that this will help to reopen the research agenda so as to shed new light with regard to a possible refinement or reconceptualzation of the FL anxiety construct.
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