The roles of social anxiety, autonomy, and learning orientation in second language learning: A structural equation modeling analysis
Abstract This study examined a model of second language learning in which performance depends not only on students' motivation and emotion, but also on classroom learning orientation. A questionnaire was completed by 303 fifth grade students in China on social anxiety, autonomy, collaborative learning orientation and self reported English scores in their last exam. A structural equation modeling analysis of the proposed model showed that students who experienced social anxiety in language learning (in particular, a fear of public speaking) felt less autonomous, held weaker orientations of collaborative learning, and were less successful in their English learning. The results also showed that students' autonomy had both a direct and an indirect effect (via collaborative learning orientation) on language learning. Despite gender differences in self determined motivation and collaborative learning orientation, the conceptual model did not appear to be different across genders. Implications of the findings are discussed.