Abstract
This study investigated the Mandarin language classroom anxiety of the Grade 8 to 10 students from two schools in Pampanga – Don Jesus Gonzales High School, Pandacaqui, Mexico and Mabalacat National High School, Dau, Mabalacat – with 253 language learners as the respondents of the study. The Chinese Language Learning Anxiety Scale of Lou (2014) was adopted as research instrument which measured the level of language anxiety of the respondents, and the Factors Affecting Foreign Language Learning Process with 24 items adapted from the Foreign Language Classroom Anxiety Scale of Horwitz, et al. (1986) was developed by the researcher and validated by the experts. To interpret the data, statistical tools such as mean and Pearson-r were used. The findings revealed that the respondents’ level of Mandarin classroom language anxiety had a significant relationship with the factors affecting their language learning process. However, there was no significant relationship between the level of anxiety and the respondents’ performance and the factors that affect the language learning. With these results, the researcher concluded that the design of the teacher manual must focus with the discussion of Mandarin language classroom anxiety and the factors affecting it.
Author Information
Daniel Reyes, Justino Sevilla High School, The Philippines
Paper Information
Conference: ACEID2019
Stream: Language Development & Literacy
This paper is part of the ACEID2019 Conference Proceedings (View)
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