Language learning aims to empower students with linguistic skills and the ability to utilize those skills to communicate with others. While research on linguistic anxiety has been conducted regarding global languages, the emotional aspects of language learning have received less attention compared to the cognitive aspects. Therefore, exploring the emotional factors in language acquisition is necessary to understand the difficulties faced by learners. Linguistic anxiety, a major aspect of language learning, plays a vital role in the acquisition process. Specifically, anxiety related to foreign language education is a relatively recent area of focus in educational psychology. In this study, the researcher used an experimental approach to examine the impact of a program utilizing direct learning strategies for French language education on anxiety levels. The study focused specifically on second-year secondary school students and skills such as listening, speaking, reading, and writing. The program incorporates strategies to improve French vocabulary acquisition and subsequently reduce linguistic anxiety amongst this cohort. These strategies include: the guessing strategy, concept mapping, and summarization, they aim to enhance the learners' vocabulary and linguistic abilities, which may contribute to diminished linguistic anxiety. The core research problem in this study aims to address is the notably high levels of French learning-related anxiety amongst secondary school students. Foreign language education plays an important role in broader educational research, as it facilitates access to diverse cultures worldwide. Additionally, existing research has enabled the identification of linguistic anxiety levels amongst students learning French specifically.
| Published in | American Journal of Education and Information Technology (Volume 8, Issue 1) |
| DOI | 10.11648/j.ajeit.20240801.11 |
| Page(s) | 1-11 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Anxiety, Learning Strategies, French, Secondary Institute, Program
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APA Style
Alamin, N., Mohammed, S. (2024). The Impact of a Program Based on Some Direct Strategies for Learning French on Language Anxiety Among Secondary School Students. American Journal of Education and Information Technology, 8(1), 1-11. https://doi.org/10.11648/j.ajeit.20240801.11
ACS Style
Alamin, N.; Mohammed, S. The Impact of a Program Based on Some Direct Strategies for Learning French on Language Anxiety Among Secondary School Students. Am. J. Educ. Inf. Technol. 2024, 8(1), 1-11. doi: 10.11648/j.ajeit.20240801.11
AMA Style
Alamin N, Mohammed S. The Impact of a Program Based on Some Direct Strategies for Learning French on Language Anxiety Among Secondary School Students. Am J Educ Inf Technol. 2024;8(1):1-11. doi: 10.11648/j.ajeit.20240801.11
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Download@article{10.11648/j.ajeit.20240801.11,
author = {Nahid Alamin and Sabry Mohammed},
title = {The Impact of a Program Based on Some Direct Strategies for Learning French on Language Anxiety Among Secondary School Students},
journal = {American Journal of Education and Information Technology},
volume = {8},
number = {1},
pages = {1-11},
doi = {10.11648/j.ajeit.20240801.11},
url = {https://doi.org/10.11648/j.ajeit.20240801.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20240801.11},
abstract = {Language learning aims to empower students with linguistic skills and the ability to utilize those skills to communicate with others. While research on linguistic anxiety has been conducted regarding global languages, the emotional aspects of language learning have received less attention compared to the cognitive aspects. Therefore, exploring the emotional factors in language acquisition is necessary to understand the difficulties faced by learners. Linguistic anxiety, a major aspect of language learning, plays a vital role in the acquisition process. Specifically, anxiety related to foreign language education is a relatively recent area of focus in educational psychology. In this study, the researcher used an experimental approach to examine the impact of a program utilizing direct learning strategies for French language education on anxiety levels. The study focused specifically on second-year secondary school students and skills such as listening, speaking, reading, and writing. The program incorporates strategies to improve French vocabulary acquisition and subsequently reduce linguistic anxiety amongst this cohort. These strategies include: the guessing strategy, concept mapping, and summarization, they aim to enhance the learners' vocabulary and linguistic abilities, which may contribute to diminished linguistic anxiety. The core research problem in this study aims to address is the notably high levels of French learning-related anxiety amongst secondary school students. Foreign language education plays an important role in broader educational research, as it facilitates access to diverse cultures worldwide. Additionally, existing research has enabled the identification of linguistic anxiety levels amongst students learning French specifically.
},
year = {2024}
}
TY - JOUR T1 - The Impact of a Program Based on Some Direct Strategies for Learning French on Language Anxiety Among Secondary School Students AU - Nahid Alamin AU - Sabry Mohammed Y1 - 2024/01/08 PY - 2024 N1 - https://doi.org/10.11648/j.ajeit.20240801.11 DO - 10.11648/j.ajeit.20240801.11 T2 - American Journal of Education and Information Technology JF - American Journal of Education and Information Technology JO - American Journal of Education and Information Technology SP - 1 EP - 11 PB - Science Publishing Group SN - 2994-712X UR - https://doi.org/10.11648/j.ajeit.20240801.11 AB - Language learning aims to empower students with linguistic skills and the ability to utilize those skills to communicate with others. While research on linguistic anxiety has been conducted regarding global languages, the emotional aspects of language learning have received less attention compared to the cognitive aspects. Therefore, exploring the emotional factors in language acquisition is necessary to understand the difficulties faced by learners. Linguistic anxiety, a major aspect of language learning, plays a vital role in the acquisition process. Specifically, anxiety related to foreign language education is a relatively recent area of focus in educational psychology. In this study, the researcher used an experimental approach to examine the impact of a program utilizing direct learning strategies for French language education on anxiety levels. The study focused specifically on second-year secondary school students and skills such as listening, speaking, reading, and writing. The program incorporates strategies to improve French vocabulary acquisition and subsequently reduce linguistic anxiety amongst this cohort. These strategies include: the guessing strategy, concept mapping, and summarization, they aim to enhance the learners' vocabulary and linguistic abilities, which may contribute to diminished linguistic anxiety. The core research problem in this study aims to address is the notably high levels of French learning-related anxiety amongst secondary school students. Foreign language education plays an important role in broader educational research, as it facilitates access to diverse cultures worldwide. Additionally, existing research has enabled the identification of linguistic anxiety levels amongst students learning French specifically. VL - 8 IS - 1 ER -
Languages Department, Port Sudan Ahlia University, Port Sudan, Sudan
Educational Psychology Department, Faculty of Education, Al-Azhar University, Cairo, Egypt
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