查看文章

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k= 99 effect sizes were analysed with an overall sample size of N= 14,128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (eg, general academic achievement: r=-. 39; k= 59; N= 12,585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.