American Journal of Education and Information Technology

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The Impact of a Program Based on Some Direct Strategies for Learning French on Language Anxiety Among Secondary School Students

Received: 25 September 2023    Accepted: 28 November 2023    Published: 8 January 2024
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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.

DOI 10.11648/j.ajeit.20240801.11
Published in American Journal of Education and Information Technology (Volume 8, Issue 1, June 2024)
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

Keywords

Anxiety, Learning Strategies, French, Secondary Institute, Program

References
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[3] Adel Tawfiq Ibrahim (2005): The Effect of Using Drama Activities in Developing Some Oral Expression Skills and Attitudes Towards the French Language among Second Year Students in the French Language Department at the Faculty of Education, Minia University, Journal of Reading and Knowledge, Egypt, 41, 224-225.
[4] Alsaleem, A. A. (2020). Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia. International Journal of English Linguistics, 10(1), 21-33.
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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

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    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

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    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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  • @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}
    }
    

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    AU  - Sabry Mohammed
    Y1  - 2024/01/08
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    T2  - American Journal of Education and Information Technology
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    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
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Author Information
  • Languages Department, Port Sudan Ahlia University, Port Sudan, Sudan

  • Educational Psychology Department, Faculty of Education, Al-Azhar University, Cairo, Egypt

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