Modelar las ansiedades de aprendizaje de lenguas extranjeras basadas en las habilidades como una sola dimensión y probar su aspecto predictivo sobre la ansiedad en el aula de lengua extranjera

Autores/as

DOI:

https://doi.org/10.5944/educxx1.30453

Palabras clave:

ansiedad por lenguas extranjeras, ansiedades basadas en habilidades, estudiantes de inglés como lengua extranjera, FLCAS

Resumen

El objetivo del presente estudio es doble; i) investigar si cuatro escalas de ansiedad en lenguas extranjeras basadas en habilidades en la literatura pueden confirmarse como un solo constructo, ii) explorar hasta qué punto este solo constructo puede explicar la ansiedad en el aula de idiomas extranjeros. Los participantes incluyeron 385 estudiantes turcos de inglés como lengua extranjera en un contexto universitario y los instrumentos de recopilación de datos fueron cuatro escalas de ansiedad basadas en habilidades y una escala de ansiedad en el aula de idiomas extranjeros (FLCAS). Los resultados de los rasgos correlacionados y el análisis de segundo orden revelaron que cuatro ansiedades basadas en habilidades se confirmaron como una escala única llamada ansiedad por aprender una lengua extranjera basada en habilidades (SB-FLLAS) que mide una variable latente, ansiedad por aprender una lengua extranjera (FLLA), y esta escala única explica en gran medida estas cuatro ansiedades. Además, se demostró un alto grado de predicción de SB-FLLAS en FLCAS mediante el modelado de ecuaciones estructurales y se observó que el 88% de FLCAS se explicaba por SB-FLLAS. Al presentar una nueva escala práctica que podría usarse en la medición de ansiedades basadas en habilidades, el estudio actual finalmente presenta varias implicaciones prácticas y de investigación sobre la ansiedad por lenguas extranjeras.

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Publicado

2022-06-29

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Estudios