The Relationship between Self-esteem and Second Language Anxiety among Hashemite University Students in Jordan

Abstract

Mohammed hani abood, Ghaleb Albadareen, Ahamed M Gazo and Nader Fahmi Alzyoud

The purpose of this study was to investigate the relationship between self-esteem and second foreign language. A random sample of 258 students Hashemite University participated in the current study. The foreign language classroom anxiety scale which was developed by horwitz and others and the self-esteem scale which was developed by Rosenberg were used to measure two variables, the self-esteem and foreign language anxiety consequently. The findings of this study revealed a strong negative correlation between self-esteem and foreign language anxiety and the study also revealed that self-esteem good predictor of foreign language anxiety. The findings also showed that there is a statically significant differences in the correlation between self-esteem and foreign language anxiety refer to faculty and academic year and there is no a statistically significant differences in the correlation between self-esteem and foreign language anxiety refer to gender. Many researchers refer to importance of affect in the language classroom. Language learning is an anxiety-provoking experience for many students. Affective factors which may have impacts on foreign language learning have been studied since past two decades. The most important affective e factors that have been received considerable attention and widely studied in educational context are language and self-esteem [1]. Self-esteem is one of the central drives in human beings. When the level of the self -esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear and other negative situations. In the context of language learning, low self-esteem can have serious consequences, student may avoid taking the necessary risks to acquire communicative competence in the target language, they may feel deeply insecure and even drop out of the class [2].

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