Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance
Learning is a process that involves both cognitive and affective components and that requires appropriate educational strategies. The present study investigates the links between self-efficacy and anxiety in second language learning, and the effectiveness of the singing songs teaching strategy upon...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
LED Edizioni Universitarie
2019-12-01
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| Series: | Journal of Educational, Cultural and Psychological Studies |
| Subjects: | |
| Online Access: | https://www.ledonline.it/index.php/ECPS-Journal/article/view/1880 |
| _version_ | 1819180275563757568 |
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| author | Ylenia Passiatore Sabine Pirchio Clorinda Oliva Angelo Panno Giuseppe Carrus |
| author_facet | Ylenia Passiatore Sabine Pirchio Clorinda Oliva Angelo Panno Giuseppe Carrus |
| author_sort | Ylenia Passiatore |
| collection | DOAJ |
| description | Learning is a process that involves both cognitive and affective components and that requires appropriate educational strategies. The present study investigates the links between self-efficacy and anxiety in second language learning, and the effectiveness of the singing songs teaching strategy upon students’ speaking performance. In particular, we tested whether singing songs in class during English lessons affects the relationship between self-efficacy, anxiety and performance in a group of Italian high school students learning English as a second language (N = 132; age ranging 16-19 years). The data were collected through a production task in which the vocabulary extension, the number of words, and the fluency of speech were coded and calculated as a general indicator of students’ linguistic competence. In addition, students were asked about their use of singing as an educational activity during English lessons. Results of bootstrapping analyses confirmed our prediction that foreign language self-efficacy is correlated to performance, through the mediation of anxiety. Our results also showed that the use of a singing songs strategy moderates the association of low self-efficacy to anxiety and performance, thus suggesting its plausibility as a positive pedagogical tool in second language learning activities. The theoretical and practical implications are discussed. |
| first_indexed | 2024-12-22T22:11:45Z |
| format | Article |
| id | doaj.art-5d964bf657f54145a4e0e2b268283ddc |
| institution | Directory Open Access Journal |
| issn | 2037-7932 2037-7924 |
| language | English |
| last_indexed | 2024-12-22T22:11:45Z |
| publishDate | 2019-12-01 |
| publisher | LED Edizioni Universitarie |
| record_format | Article |
| series | Journal of Educational, Cultural and Psychological Studies |
| spelling | doaj.art-5d964bf657f54145a4e0e2b268283ddc2022-12-21T18:10:52ZengLED Edizioni UniversitarieJournal of Educational, Cultural and Psychological Studies2037-79322037-79242019-12-0102012113810.7358/ecps-2019-020-passi1228Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking PerformanceYlenia PassiatoreSabine PirchioClorinda OlivaAngelo PannoGiuseppe CarrusLearning is a process that involves both cognitive and affective components and that requires appropriate educational strategies. The present study investigates the links between self-efficacy and anxiety in second language learning, and the effectiveness of the singing songs teaching strategy upon students’ speaking performance. In particular, we tested whether singing songs in class during English lessons affects the relationship between self-efficacy, anxiety and performance in a group of Italian high school students learning English as a second language (N = 132; age ranging 16-19 years). The data were collected through a production task in which the vocabulary extension, the number of words, and the fluency of speech were coded and calculated as a general indicator of students’ linguistic competence. In addition, students were asked about their use of singing as an educational activity during English lessons. Results of bootstrapping analyses confirmed our prediction that foreign language self-efficacy is correlated to performance, through the mediation of anxiety. Our results also showed that the use of a singing songs strategy moderates the association of low self-efficacy to anxiety and performance, thus suggesting its plausibility as a positive pedagogical tool in second language learning activities. The theoretical and practical implications are discussed.https://www.ledonline.it/index.php/ECPS-Journal/article/view/1880anxietylearning english as a foreign languageself-efficacysinging songsspeaking performance. |
| spellingShingle | Ylenia Passiatore Sabine Pirchio Clorinda Oliva Angelo Panno Giuseppe Carrus Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance Journal of Educational, Cultural and Psychological Studies anxiety learning english as a foreign language self-efficacy singing songs speaking performance. |
| title | Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance |
| title_full | Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance |
| title_fullStr | Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance |
| title_full_unstemmed | Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance |
| title_short | Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance |
| title_sort | self efficacy and anxiety in learning english as a foreign language singing in class helps speaking performance |
| topic | anxiety learning english as a foreign language self-efficacy singing songs speaking performance. |
| url | https://www.ledonline.it/index.php/ECPS-Journal/article/view/1880 |
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