Modeling skill-based foreign language learning anxieties as a single construct and testing its predictive aspect on foreign language classroom anxiety

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Ozturk G., Sahin M. D., Ozturk E. O., Elmas B.

EDUCACION XX1, vol.25, no.2, pp.337-361, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 25 Issue: 2
  • Publication Date: 2022
  • Doi Number: 10.5944/educxx1.30453
  • Journal Name: EDUCACION XX1
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Fuente Academica Plus, EBSCO Education Source, Educational research abstracts (ERA), Psicodoc, Directory of Open Access Journals, DIALNET
  • Page Numbers: pp.337-361
  • Keywords: foreign language anxiety, skill-based anxieties, EFL learners, FLCAS, PSYCHOMETRIC PROPERTIES, STUDENTS, SCALE, SPEAKING, ENGLISH, VIEW
  • TED University Affiliated: Yes


The aim of the current study was two-fold: i) to investigate whether four skill-based foreign language anxiety scales used in the literature can be confirmed as a single construct, and ii) to explore to what extent this potential single construct can explain foreign language classroom anxiety. The participants included 385 Turkish EFL learners in a university context and data collection instruments were four skill-based anxiety scales and the foreign language classroom anxiety scale (FLCAS). The results of the correlated traits and second order analysis revealed that four skill-based anxieties were confirmed as a single scale, referred to here as the skill-based foreign language learning anxiety scale (SB-FLLAS), measuring a latent variable, foreign language learning anxiety (FLLA). In addition, the SB-FLLAS explained these four anxieties with a high predictive degree on the FLCAS at 88%, demonstrated through structural equation modelling. The current study presents this new practical scale, which could be used in the measurement of skill-based anxieties, and suggests several practical and research implications for foreign language anxiety.