The Power of Classroom-Based Language Anxiety Reduction Strategies on Language Performance: A Meta-Analysis (Poster 50)

• In Event: AERA Poster Session Wednesday 2:30 p.m.
  In Poster Session: Second Language Research SIG Poster Session

Abstract

Our meta-analysis examined the effectiveness of classroom-based strategies for improving language performance in second language acquisition (SLA). Eligible pre-post control design studies in second- or foreign-language anxiety literature were used to calculate the mean effect size. Twenty-five research articles yielded 40 effect size estimates, incorporating approximately 1,394 language learners in the final analyses. Results indicated the overall average effect size of classroom-based strategies on language performance improvements in SLA was large at g = 0.81 (p < 0.0001). The present study is the first meta-analysis that quantitatively summarizes the effectiveness of classroom-based strategies on language performance. Results support classic theories in second language learning and provide guidelines for in-service teachers on creating low-anxiety learning environments.

Authors

• Lina Shu, Texas A&M University

• Xuan Zhou, Texas State University

• Tian Chen, Texas A&M University

• Sandra T. Acosta, Texas A&M University