THE CORRELATION BETWEEN FOREIGN LANGUAGE CLASSROOM ANXIETY AND SELF-EFFICACY

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THE CORRELATION BETWEEN FOREIGN LANGUAGE CLASSROOM ANXIETY AND SELF-EFFICACY BELIEF AMONG IUS STUDENTS

BY

AYŞE ZAĞLI




INTERNATIONAL UNIVERSITY OF SARAJEVO


2017
THE CORRELATION BETWEEN FOREIGN LANGUAGE CLASSROOM ANXIETY AND SELF-EFFICACY BELIEF AMONG IUS STUDENTS



BY
AYŞE ZAĞLI



Bachelor thesis submitted in partial fulfillment of the requirements for the degree of Psychology



Faculty of Art and Social Sciences
International University of Sarajevo


2017

ABSTRACT
Foreign Language Anxiety is the worry and negative reaction aroused when learning or using a second language (MacIntyre, 1998). Self-efficacy is a personal belief in one's capability to organize and present courses of action required to attain designated types of performances (Bandura, 1995). The relationship between foreign language anxiety and self-efficacy belief is closely related to human psychology. The aim of this study is to examine the correlation between self-efficacy beliefs and foreign language learning anxiety among university students. The study was conducted with 106 university students in Sarajevo that in age group of 18-30 years. "Foreign Language Classroom Anxiety Scale" and "General Self-Efficacy Scale" were given to the participants. The results indicated that there is statistically significant, negative and moderate correlation between foreign language classroom anxiety and self-efficacy belief. Moreover, there are no statistically significant differences in foreign language classroom anxiety and self-efficacy belief between male and female participants. There are also statistically significant differences between Turkish and Bosnian participants in foreign language classroom anxiety while there are no statistically significant differences in self-efficacy belief. Lastly, there are statistically significant differences between students of FASS and FBA in subscale of communication apprehension of foreign language classroom anxiety scale. Other differences were not shown as statistically significant. The research findings were discussed by relying on the previous research findings.


Key words: foreign language classroom anxiety, self-efficacy, university students

CHAPTER 1

INTRODUCTION

As inter-community relations and cooperation have become more widespread and communication channels have increased rapidly, the need for individuals to learn a foreign language has become even more important, so that using a foreign language has become one of the most important qualities an individual should possess (Crystal, 1997). As Kachru (1990) and Hamid (2009) have stated, English plays an important role as a global language. Having English proficiency in many countries is said to be like having Aladdin's Lamp because having English proficiency is seen as a way of guaranteeing science and technology, the international business community and the educational entrants. However, it should be remembered that foreign language learning is a complex and problematic area (Smith & Strong, 2009).
One of the sources that make foreign language learning a complex and problematic area is that individual differences that students possess have different effects on language learning process. According to Dörnyei, (2005) "enduring personal characteristics that are assumed to apply to everybody and on which people differ by degree."
Currently, increased attention is being given to language learners and their perspectives, motivations, beliefs about language learning, learning styles, learning strategies, and language anxieties. Because learning a foreign language is easy for some, while for others it requires a great deal of effort (Leeuw, 1997). Many kinds of research conducted to identify for the primary difficulty faced by a number of students when learning a foreign language while some other students find it less difficult (Ganschow, et. al.,1994). It is known that the individual differences of the students are extremely important during the learning process and that the learning is as personal as the fingerprints (Horwitz, 1986).

1.1. Historical Background to the Study
Anxiety is playing a fundamental role in human behavior before associating foreign language learning difficulties with the poor performance, inadequate background or poor motivation (Nimat, 2013). Anxiety suggests excessive fear and anxiety and related behavioral disturbances. The anxiety disorders vary from one another in the kinds of objects or situations that determine anxiety, or avoidance behavior, and the associated cognitive ideation (DSM 5, p.189, 2013). According to some researchers, foreign language anxiety nothing more than a psychological phenomenon. Anxiety is a highly complex state of mind (Dörnyei, 2005), so it is controversial whether foreign language classroom anxiety exists (Masuda, 2010). Researchers have indicated that there are several specific anxieties regarding school tasks such as taking the test and academic subjects such as maths or physics (Tobias, 1978; Richardson & Woolfolk, 1980; Mallow, 1981). However, Foreign language classroom anxiety as a specific anxiety reaction primarily was developed by Horwitz, et. al, in 1986. Every person has somewhat language anxiety. Most of the people avoid revealing in front of everyone that they have a language anxiety.
Anxiety in learning a foreign language has been identified as one of the factors that influence the effectiveness of language learning and it can also be seen as a negative emotional response such as unease or worry when in the process of learning and using a language (MacIntyre, 1999). In some cases, language anxiety has been viewed as the affective factor that can be a crucial obstacle to the learning process (Arnold & Brown, 1999). Foreign language anxiety has been divided into three components which are the communication apprehension, the fear of negative evaluation, and the test anxiety.
Foreign language anxiety was also found that has a detrimental effect on students self-efficacy, self-esteem, and level of participation to the class activities (Horwitz, et al, 1986, p.125).
Some researchers have been identified that one's own belief and how they motivate themselves under the specific conditions. The chapter of "The Consciousness of Self" was the longest part in the work of "Principle the Psychology" written by William James (1890). Also critical for the understanding of self-process under the case of id, ego, and superego were referred by Sigmund Freud and Carl Jung. Throughout the many years, psychologists, as well as educators, started to give more importance to self-efficacy because there was a strong relationship between self-belief and learning and it was seen that self-belief also affects the academic achievement (Pajeres, 2001).
Bandura and Walters (1963) developed the "Social Cognitive Theory" as the "Social Learning Theory with observational learning and reinforcement. Then Albert Bandura identified into the "Social Cognitive Theory" in 1986 which takes places in a social setting with reciprocal determination models. These are person, behavior, and environment. Social Cognitive Theory focuses on many areas such as moral judgement and physiological arousal, but also it primarily gives importance to self-efficacy belief (Redmond & Slougenhoup, 2016).
Self-efficacy beliefs are also important regarding human's behavior and motivation. Self-efficacy is what a person believes on his/her accomplishing of any task that under the certain circumstances with using their skills (Synder & Lopez, 2007). In order words, it determines how people feel and think to motivate themselves under the specific circumstances.
According to Bandura (1997), if language learners who have low self-efficacy believe on that do not have the power and skill to learn a language easily, therefore, they already gave up without beginning. On the other hand, language learners who have high self-efficacy tend to succeed at language learning and also to be motivated themselves easily than those who have low self-efficacy. Cotterall (1999), evaluated the self-efficacy as an important variable in order to be successful in class. So self-efficacy is based on four principal sources of information which are performance attainments that is derived from mastery experiences, vicarious experiences, verbal persuasion, and physiological states.
Learning a foreign language and self-efficacy beliefs of the language learner are both influential factors that affect the learning process and the success of the students.


1.2 Foreign Language Anxiety
Foreign Language Anxiety (xenoglossophobia) is a feeling of unease or apprehension when using or learning a foreign language (MacIntyre, 1999). For example, if a Turkish person is learning Bosnian, he/she may feel worried and uncomfortable. Foreign language anxiety causes the mind to go entirely emptiness. Horwitz, Horwitz and Cope's theory of FLA has been the first used as the specific anxiety reaction to language learning (Aydin, 1999) and it is largely used in language anxiety research since 1986.
In their article, Horwitz et al. (1986, p. 128) defined language anxiety as "a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process."

1.1. Causes of Foreign Language Anxiety
The causes of FLA in class can be divided into five groups. Firstly, personal reasons of students such as self-assessment of ability, self-comparison to others, and beliefs about their performance. Secondly, teacher's manner in the classroom that is the behavior of teacher towards students and their errors that are like the amount of positive or negative feedback that students receive in class. Thirdly, foreign language teaching procedures. Fourthly, language teachers' beliefs that are how they perceived themselves in class such as a friend, counselor, authority, corrector and so on. Lastly, the testing situation can be explained as the unfamiliar test items, test formats, different materials and question types, also other reasons for text anxiety have been suggested as the following:
Overgeneralizing the result of a negative exam,
Exaggerating the negative sides of an exam,
Being competitive with others' exam result,
Underestimating others' ability or success,
Being emotional on a negative side,
Making must sentences that is believing that everything the person does is an obligation (Aydin, 1999).
Briefly, we can draw a conclusion as external and internal components of causes of foreign language learning anxiety. External factors can be a different character, such as the relationship between the students and their teachers, friends, or the member of their family (e.g. formal, informal), or the environment which communication is occurring. (e.g. a classroom, a public conference or a job interview) On the other hand, internal components can be psychological or emotional. They can be embarrassed in talking with others or speaking in public. When unrealistic belief of students on their performance in the language class and reality conflict, language anxiety occurs.
A clear and well-established description of the components of foreign language anxiety has been outlined by Horwitz et al. (1986). In their study, considered by many researchers as one of the most reliable guidelines in this psycholinguistic area (Campbell & Ortiz, 1991; Aida, 1992; Onwuegbuzie, et al., 1999). Horwitz et al. (1986) suggested that three related types of anxiety: communication apprehension, test anxiety and fear of negative evaluation. Communication Apprehension is defined as a type of shyness characterized by fear of, or anxiety about communicating with people. Fear of Negative Evaluation is defined as apprehension about others' evaluations, avoidance of evaluative situations, and the expectation that others would evaluate oneself in a negative way. Test Anxiety refers to a type of performance anxiety resulting from a fear of failure in an academic evaluation setting (Horwitz, et al, 1986, p.128).
1.2. Effects of Foreign Language Anxiety
In language learning process, students may both confront some problems and also some factors may affect their learning the language process. These factors can be both internal and external factors (Shoebottom, 2017).
As Oxford (1990) stated that age, gender, personal abilities, motivation, and nationality should be considered as factors. These are the internal factors. There are also some external factors that are curriculum, instruction, culture and status, early start, and access to native speakers (Shoebottom, 2017). Some of the research-based factors are explained below.

1.2.1. Age
The most widespread consideration about age and language learning is that young people could learn the language better and easier than the other aged period of people. Effects of age have been questioned by many researchers (Harmer, 2003; King & Mackey, 2007). In learning a foreign language process, learner's ages are crucial. Harmer (2003) said that "the age of our students is a major factor in our decisions about how and what to teach. People of different ages have different needs, competencies and cognitive skills" (p.81).
According to King and Mackey (2007), people with young age have more advantageous than those who are older. Because adolescents and adults are expected more anticipatable and more sophisticated in the social setting while learning the foreign language.
1.2.2. Gender
In learning a foreign language, the factor of gender is inevitable. King and Mackey (2007) suggested that females could comprehend the language better than boys, and females started to use language earlier than males. It might be generally because of the biological factor that females grow up more quickly than males.

1.2.3. Culture
Culture is another factor affecting foreign language learning that plays an important role. According to Kadyskyzy (2009), language means not only communication but also it is the implement of culture. If someone knows the culture of a language, he/she could grasp the language effectively.
Students or foreign language learners' background knowledge is also playing a crucial role. This effect has been studied in schema theory (Erten & Razı, 2009). According to Nassaji (2002, p.444, cited in Karaman, 2012), schema theory is related to "preexisting knowledge structures stored in the mind."

1.2.4. Native Language
According to Karaman (2012), native language affects all skills of foreign language, particular in pronunciation. For example, people who are Turkish might have a difficulty in –th sound in English. Therefore, one who wants to learn a foreign language should take their first language into consideration. Because it is important that the similarities between native language and foreign language.


1.2.5. Motivation
Motivation can affect language learning process in a both negative and positive way. Harmer (2003, p.83) indicated motivation as "a kind of internal drive which pushes someone to do things in order to achieve something." By many researchers, motivation was divided into two categories which are extrinsic motivation and intrinsic motivation. Extrinsic motivation is about something that occurs outside and affects you while intrinsic motivation is about someone's feelings and emotions (Karaman, 2012).

1.3. Self-Efficacy
The questions are simple, why some students are interested in some tasks and others approach with the fear, why some students choose some tasks willingly and others abstain from it, why they succeed in some tasks while failing with others. Students'academic success or failure in classes are in their power that is related to their self-efficacy which is the vital part of the motivation and the most effective in the learning process (Pintrich & Schrunk, 1996).
The concept of self-efficacy belief concerns individual judgments about how well individuals can perform the actions necessary to cope with possible situations (Bandura, 1982). Bandura mentioned this concept for the first time in 1977. The self-efficacy beliefs are crucial in determining the goals that the individual wants to achieve and in controlling the environment in which they are experiencing (Bikmaz, 2004).
According to Donald (2003), there are two types of self-efficacy. The first is the perceived ability to perform in order to demonstrate behavior in a certain area. Kirsch called it as "task self-efficacy". Kirsch's academical self-efficacy concept is almost identical to Bandura's concept of self-efficacy in social learning theory. The other is the performance shown to combat potential challenges, which Kirsch called that "coping self-efficacy" (Acar, 2007).

1.3.1. Theoretical Approaches of Self-Efficacy
From a literary perspective, concepts related to social learning have been examined and studied by some scientists (Watson, 1914) from the beginning of the 1900s on behavior, learning, and psychology. These concepts have been described in various names until the 1940's, and from these dates, it has been examined as "social learning theory". Social learning theory was developed in 1986 by subjecting to various studies and making continuous contributions, and since then, it has been brought into writing under the name of 'social cognition theory' as a result of the work done by Bandura (Kılıç, 2013).
The concept of social learning was first used by Rotter in 1954. According to Rotter, man is not a passive, but a conscious and active entity with the ability to influence the environment and life experiences associated with him (Burger, 2006). The most comprehensive work on this formation process of the theory was made by Bandura (1961, 1969, 1977, 1986, 2001, 2009).
Bandura examined how children and adults play a role in the behavior, learning, and development of cognitive mechanisms in their social experiences. Bandura has found that past experiences have left permanent symbols and codes in memory and that they have long been influenced by the behavior of individuals; (Bandura, 1977) is the first researcher to demonstrate the collective role of modeling and observation in social learning. In particular, Bandura found that the cognitive mechanisms (self-regulation, self-efficacy, etc.) play a more important role than the other factors in the process of the causes and consequences of behaviors and out of the definition of "social learning" that the behavioral school uses and the individual's cognitive processes.
Attribution Theory is based on causal inferences that cover a wide range of human activities, products, processes, and behaviors. Attribution Theory deals with how an individual relates ideas, behaviors, attitudes, and values and how he interprets events. The individual acts based on past experiences, beliefs, and attitudes. Heider (1958) for the first time introduced the theory of psychological attribution.
Weiner (1980) argued that there is a strong relationship between the concept of success and self, emphasizing that causality contributions determine the affective reaction to success and failure. The Attribution Theory is very closely related to the concept of motivation subsequently self-efficacy.

1.3.2. Causes of Self-Efficacy
Self-efficacy is a belief that develops over time, through experiences. Individuals can develop their self-efficacy on what they can do through direct experience, listening to other people's observations, or listening to others' comments (Lee, 2005). The self-concept of the individual is a time-varying concept and is specific to areas where the individual is capable. For example, in the field of mathematics, the concept of self may be high while the concept of self may be low in science (Lee, 2005). The development of self-sufficiency concerns the characteristics of Bandura's Social Learning Theory. According to this construction, self-efficacy is influenced by the symbolic language used to sense self-reflection and self-observation, the consequences of relationships. In addition, these cognitive traits directly affect the social responses that an individual gets from self-efficacy development (Lee, 2005). Bandura notes that four basic sources of self-efficacy beliefs. These are past performance, vicarious experiences, verbal persuasion, and the individual's physical and emotional state (Snyder & Lopez, 2002).

1.3.2.1. Past Performance
The success that the individual has shown in his work is an indication of his success in similar jobs. Therefore, living success makes the reinforcement effect, and the individual leads the same behavior in the future.

1.3.2.2. Vicarious Experience
Many expectations comes from the experiences of others. Observing the success of other people can make it possible for someone to enter into the expectation of success.

1.3.2.3. Verbal Persuasion
Encouragement of the individual with encouragement and advice that a behavior can be accomplished can lead to a change in self-efficacy expectations.

1.3.2.4. Physical and Emotional State
When the individual engages in behavior, he or she is physically and emotionally in good condition, increasing the likelihood of attempting (Acar, 2007).

1.3.3. Effects of Self-Efficacy
Bandura (1995) analyzed the influence of personal competence, shaping the individual's life in the social and cultural network in the study of self-efficacy in changing societies. This process starts from childhood, occurs throughout the life process, examines human adaptation in family and educational roles and intercultural structuring.
According to Schunk (1990), competence belief is the most important predictor of human behavior. If individuals believe that they have the ability and the power to perform a task in themselves, they will be more willing to choose this task, expressing their determination in this regard (Eaton & Dembo, 1997; Sharp, 2002). Wigfield and Ecless (2000) argue that learners' beliefs about how good an activity is and how they value their effectiveness, their individual choices, and their performance and performance that they demonstrate to perform the activity.
According to Schunk (1990), satisfying a goal doubles the self-efficacy belief, and the person sets more compelling goals for himself. This process further increases the individual's gains.
Sharp (2002) emphasizes self-efficacy belief, human motivation, prosperity and personal accomplishments. Because if a person does not believe that his actions will produce the desired results, he will be reluctant to react and react to the difficulties in life.
According to Zimmerman (2000), performance changes, learning methods, and academic achievement affect self-efficacy belief.
Eaton and Dembo (1996) emphasize that cultural and ethnic variables are factors that negatively affect the self-efficacy beliefs of the individual. For example, according to a study of motivational belief in two groups of ninth-grade Asian-Americans and Americans, the fear of academic failure was found to be more intense on Asian-American students. The reason for this situation has been shown as cultural and ethnic factors.
Self-efficacy belief also affects people's thoughts and emotional reactions. Individuals with high self-efficacy can be more comfortable and productive when faced with work with a high level of difficulty. Those with low self-efficacy believe that their work is even more difficult than it is in reality. Such a thought; Increasing anxiety and stress; It narrows the perspective that one needs to solve a problem in the best way. For this reason, self-efficacy belief strongly influences individual achievement levels (Pajares, 2002).















CHAPTER 2

LITERATURE REVIEW

Many studies have found a significant and negative relationship between anxiety level and foreign language achievement. Horwitz (2001), for example, has determined that highly anxious students are afraid to speak in a foreign language classroom. The high level of anxiety indicates that students are panicking in foreign language classes, feeling tense and confused by their heads. MacIntyre, Noels, and Clement (1997) found that as language anxiety increased, students expressed their ideas more, but that their compositional quality and self-efficacy beliefs were lower. Andrade and Williams (2009) also found that students with high anxiety in their work are afraid of speaking in a foreign language class.
The findings of researching what they do reveal that they are more distressed in learning foreign languages during the test. Most of the foreign language learners know the rules of linguistic knowledge, but mostly they forget them during oral tests or tests.
There are some other studies indicated that there is a negative correlation between foreign language anxiety and self-efficacy belief (Tsai, 2013; Erkan & Saban, 2011; Çimen, 2011; Mills et al., 2006; Cheng, 2001; MacIntyre et al., 1997). Many others researcher (Horwitz et al., 1986; MacIntyre& Gardner, 1991; Young, 1991; Aida, 1994; Kunt, 1997; Horwitz, 2010; Wang, 2011; Liu & Huang, 2011) found that the most crucial barrier in front of the success is foreign language anxiety.
There are also some others indicated that there is a positive correlation between foreign language anxiety and self-efficacy which means that high scores for both variables go together, and low scores for both variables go together (Tuncer & Dogan, 2016).
On the other hand, Çubukçu (2008) reported that there is no significant correlation between foreign language anxiety and self-efficacy and gender plays no important role in foreign language anxiety and self-efficacy belief.
Also, according to the study of Onwuegbuzie, Bailey, and Daley (1999), freshmen and sophomores were reported that the lowest levels of foreign language anxiety and that anxiety levels increased linearly as a function of year of study among 210 university students.
The identification of the self-efficacy beliefs of students who learn English as a second foreign language will enable them to better identify themselves and to be able to realize their greater knowledge.

2.1. Significance of the Study
The present study is crucial in order to up-to-date to recognize the change over one decade and determine the foreign language anxiety and self-efficacy among students who are in different age, nation, gender and faculty at the International University of Sarajevo. It also determines the relationship between foreign language anxiety and self-efficacy belief.



2.2. Purpose of the Study
The main purpose of this study was to investigate and determine the correlation between self-efficacy beliefs and foreign language learning anxiety among university students on the basis of differences between males and females from different nationality and different faculties. The other purpose of this study was to probe whether either low self-efficacy increases foreign language learning anxiety or high self-efficacy lowers in those differences.
This study is expected to fill the gap that self-efficacy perception investigating by is there any play a role of foreign language anxiety perception of students who used English as a second language at the International University of Sarajevo.

2.3. Hypotheses of the Study
In order to conduct this research, the null hypothesis was used to guide the study.
HY1: There is no statistically significant correlation between foreign language anxiety and self-efficacy.
HY2: There are no statistically significant gender differences in foreign language anxiety and self-efficacy.
HY3: There are no statistically significant differences in foreign language anxiety and self-efficacy among Turkish and Bosnian students.
HY4: There are no statistically significant differences in foreign language anxiety and self-efficacy among students who are from different faculties.


CHAPTER 3

METHODOLOGY

The main purpose of this study was to explore the role of foreign language anxiety and self-efficacy. The goal of this study to research on differences in foreign language anxiety and self-efficacy among students that study different programs grouped as FASS (Faculty of Art and Social Science), FENS (Faculty of Engineering and Natural Science), FBA (Faculty of Business and Administration) among IUS students. Also, an additional aim of this study was to investigate correlation gender differences between foreign language anxiety and self-efficacy.
This chapter includes presenting participants, data collection instruments, procedure, and ethical consideration of the study.

3.1 Participants
Participants consisted of 106 undergraduate students from the International University of Sarajevo. Their ages ranged from 18-30. In this study, 54 (50,9%) of the participants were female while 52 (49,1%) of the participants were male. Moreover, 70 of the participants were Turkish and 36 of the participants were Bosnian. In terms of the departments that the students have a right to attend, 54 of the participants were from FASS (Faculty of Art and Social Science), 34 of them were from FENS (Faculty of Engineering and Natural Science), 18 were from FBA (Faculty of Business and Administration).
The subjects were informed verbally that their participation in the study was completely voluntary and would not influence their grade in the courses.

3.2. Instruments
This study evaluated the explanatory consecutive mixed methods design that is the researcher gathers the quantitative data by way of two instruments which are the "Foreign Language Classroom Anxiety Scale" by Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986), and "General Self-Efficacy Scale" by Jerusalem M., and Schwarzer R. (1992).
T-test, ANOVA, Scheffe and Pearson Correlation in SPSS were used to analyze the data.

3.2.1. Foreign Language Classroom Anxiety Scale (FLCAS)
In order to measure subject's foreign language anxiety, "Foreign Language Classroom Anxiety" was used which was developed by Horwitz et al. (1986). It has 33 items which are five points Likert scale questionnaire. The answers to each item should be one of these: strongly agree, agree, neutral, disagree, and strongly disagree. For each item, a score was given ranging from 5 for strongly agree to 1 for strongly disagree. Question numbers of 2, 5, 8, 11, 14, 18, 22, 25, 28, and 32 were reverse scored so that a higher score would be a pointer of higher anxiety (Aida, 1994). Some of the questions are that (1) I never feel quite sure of myself when I am speaking in my foreign language class. (8) I am usually at ease during tests in my language class. (21) The more I study for a language test, the more confused I get.
The FLCAS has three subscales that are an effective tool in assessing communication apprehension (items 1, 4, 9, 14, 15, 18, 24, 27, 29, 30, 32), fear of feedback by peers and teachers (items 2, 7, 13, 19, 23, 31, 33), and fear of language tests (items 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, 28).
Cronbach's alpha coefficient of FLCAS was .83 (Horwitz, et al., 1986).
The scores are classified into three categories: students who score 33 to 75 show a low level of foreign language anxiety, those with 76 to 119 display a medium and above 120 points shows a higher foreign language anxiety.

3.2.2. General Self-Efficacy Scale (GSES)
The General Self-Efficacy Scale (GSES) was developed for ages 12 and up which was to assess perceived self-efficacy regarding coping and adaptation abilities in stressful events of daily activities (Lani, 2010). This study conducted to indicate students' beliefs regarding their learning of language capacity and qualification. It also has been the well-known instrument which was adapted to 28 languages.
The General Self-Efficacy Scale was developed by Matthias Jerusalem & Ralf Schwarzer in 1992. It has 10 items which are four points Likert scale questionnaire with categories "Not at all true", "Hardly true", Moderately true", "Exactly True". For each item, a score was given ranging from 4 for hardly true to 1 for not at all true. Some of the questions are that (3) It is easy for me to stick to my aims and accomplish my goals, (6) I can solve most problems if I invest the necessary effort, (9) If I am in trouble, I can usually think of a solution.
Chronbach's alpha coefficient for this scale was from .76 to .90.
The total score is measured by finding the sum of all items that ranges between 10 – 40, with a higher score referring to more self-efficacy.

3.3. Procedure
The study was conducted at the International University of Sarajevo and 106 subjects used as a participant. The questionnaires which are FLCAS and GSES were administered to a random sample of participants. Participants were asked to participate in this research voluntarily. Participants were informed about what is test includes and how questionnaires will be evaluated. They were asked to be honest when answering questions. The test was in English for both Turkish and Bosnian students. Both tests took no more than 15 minutes in total to complete. During all tests, participants were not forced to finish earlier than 15 minutes. There was no time limit to complete it.
Firstly, a demographic form was given to the participants in order to take information about their personal information. Then, two questionnaires which were about foreign language anxiety and their self-efficacy beliefs were applied to the participants. All answers of participants were collected and then calculated in SPSS (Statistical Package for the Social Sciences) to analyze the data.
All participants answered all questions that have totally 43 items. The result of this study will be presented in tables produced by these software programs in part.

3.4. Ethical Consideration
Since the sample consists of university students, the paramount importance of the study was to keep their confidentiality rights. Participants will be asked to participate in this research voluntarily and have been said for them all results will be discussed by the only researcher, if they did not want to be a participation in this study, they did not force to participate. They were said that their result does not share anywhere individually, and their names will be kept secret confidentially. Those who answered the questionnaire was given the right to withdraw at any time, to ask questions about the survey, and to contact the researcher if any doubts were left unresolved.
In the two questionnaires, offensive, discriminatory, or other unacceptable languages that would disturb the participants was not used.










CHAPTER 4

RESULTS

4.1. Testing for statistically significant correlation between foreign language anxiety and self-efficacy
Table 1. Correlations between foreign language classroom anxiety and self-efficacy belief.


COMMAPPR
FEOFEPAT
FEOLANTE
SESTOTAL
COMMAPPR
Pearson Correlation
1
,842**
,808**
-,542**

Sig. (2-tailed)

,000
,000
,000

N
106
106
106
106
FEOFEPAT
Pearson Correlation
,842**
1
,782**
-,549**

Sig. (2-tailed)
,000

,000
,000

N
106
106
106
106
FEOLANTE
Pearson Correlation
,808**
,782**
1
-,590**

Sig. (2-tailed)
,000
,000

,000

N
106
106
106
106
SESTOTAL
Pearson Correlation
-,542**
-,549**
-,590**
1

Sig. (2-tailed)
,000
,000
,000


N
106
106
106
106
**. Correlation is significant at the 0.01 level (2-tailed).

There is statistically significant, negative and moderate correlation between foreign language classroom anxiety and self-efficacy belief which means that students who have a higher level of foreign language anxiety have a tendency to have the low level of self-efficacy or vice versa.
4.2. Testing for statistically significant differences between male and female participants in foreign language classroom anxiety and self-efficacy belief
Table 2. Descriptive Group Statistics of Gender Differences

Gender
N
Mean
Std. Deviation
Std. Error Mean
COMMAPPR
Men
52
29,2885
7,99102
1,10815

Female
54
31,1852
7,10852
,96735
FEOFEPAT
Men
52
18,7885
6,46358
,89634

Female
54
20,5741
5,32209
,72424
FEOLANTE
Men
52
40,2692
8,34810
1,15767

Female
54
41,0185
7,31112
,99492
SESTOTAL
Men
52
28,9423
6,26980
,86946

Female
54
26,6111
6,48486
,88248

Table 3. Independent Samples Test of Gender Differences

Levene's Test for Equality of Variances
t-test for Equality of Means

F
Sig.
T
df
Sig. (2-tailed)
Mean Difference
Std. Error Difference








COMMAPPR
Equal variances assumed
,300
,585
-1,292
104
,199
-1,89672
1,46771

Equal variances not assumed


-1,289
101,581
,200
-1,89672
1,47098
FEOFEPAT
Equal variances assumed
1,779
,185
-1,555
104
,123
-1,78561
1,14816

Equal variances not assumed


-1,550
98,805
,124
-1,78561
1,15237
FEOLANTE
Equal variances assumed
,714
,400
-,492
104
,624
-,74929
1,52263

Equal variances not assumed


-,491
101,091
,625
-,74929
1,52646
SESTOTAL
Equal variances assumed
,033
,856
1,881
104
,063
2,33120
1,23964

Equal variances not assumed


1,882
103,998
,063
2,33120
1,23884

Table 2 showed that female students' mean slightly higher than male students in the subscales of foreign language classroom anxiety and lower than male regarding how they see their efficacy. However, according to Table 3, there are no statistically significant differences in foreign language classroom anxiety and self-efficacy belief between male and female participants which means that both male and female students' have higher foreign language anxiety was related to lower their self-efficacy.

4.3. Testing for statistically significant differences between Turkish and Bosnian participants in foreign language classroom anxiety and self-efficacy belief
Table 4. Descriptive Group Statistics of Nationality Differences

Nationality
N
Mean
Std. Deviation
Std. Error Mean
COMMAPPR
Turkish
70
32,6429
6,25320
,74740

Bosnian
36
25,6111
7,84958
1,30826
FEOFEPAT
Turkish
70
21,0000
5,41335
,64702

Bosnian
36
17,1667
6,19908
1,03318
FEOLANTE
Turkish
70
42,7286
7,06476
,84440

Bosnian
36
36,6111
7,68776
1,28129
SESTOTAL
Turkish
70
27,0000
6,30160
,75319

Bosnian
36
29,2222
6,59052
1,09842


Table 5. Independent Samples Test of Nationality Differences

Levene's Test for Equality of Variances
t-test for Equality of Means

F
Sig.
t
df
Sig. (2-tailed)
Mean Difference
Std. Error Difference








COMMAPPR
Equal variances assumed
4,141
,044
5,018
104
,000
7,03175
1,40124

Equal variances not assumed


4,667
58,418
,000
7,03175
1,50670
FEOFEPAT
Equal variances assumed
1,341
,249
3,285
104
,001
3,83333
1,16696

Equal variances not assumed


3,145
62,926
,003
3,83333
1,21905
FEOLANTE
Equal variances assumed
,199
,657
4,097
104
,000
6,11746
1,49316

Equal variances not assumed


3,987
65,716
,000
6,11746
1,53451
SESTOTAL
Equal variances assumed
,672
,414
-1,693
104
,093
-2,22222
1,31266

Equal variances not assumed


-1,669
68,022
,100
-2,22222
1,33185

According to the tables of 4 and 5, there are statistically significant differences between Turkish and Bosnian participants in subscales of foreign language classroom anxiety scale that are communication apprehension, fear of feedback by peers and teachers, and fear of testing. In all three variables, Turkish participants have a higher degree in those subscales of the foreign language classroom anxiety scale. On the other hand, there are no statistically significant differences between Turkish and Bosnian participants regarding how they see their efficacy.

4.4. Testing for statistically significant differences between participants from different to another faculty in foreign language classroom anxiety and self-efficacy belief
Table 6. ANOVA for testing the differences between participants from different faculties in two scales.


Sum of Squares
df
Mean Square
F
Sig.
COMMAPPR
Between Groups
521,978
2
260,989
4,880
,009

Within Groups
5508,145
103
53,477



Total
6030,123
105



FEOFEPAT
Between Groups
128,536
2
64,268
1,845
,163

Within Groups
3587,804
103
34,833



Total
3716,340
105



FEOLANTE
Between Groups
78,796
2
39,398
,642
,528

Within Groups
6323,289
103
61,391



Total
6402,085
105



SESTOTAL
Between Groups
16,237
2
8,119
,192
,826

Within Groups
4361,386
103
42,344



Total
4377,623
105




According to table 6, there are statistically significant differences between participants from different to another faculty in the subscale of "communication apprehension" of foreign language classroom anxiety scale while there are no statistically differences between participants from different to other faculties in the subscales of "fear of feedback by peer and teacher" and "fear of testing" of foreign language classroom anxiety scale and self-efficacy scale.


Table 7. Post hoc tests for testing the differences between participant from different to another faculty in two scales
Scheffe
Dependent Variable
(I) Faculty
(J) Faculty
Mean Difference (I-J)
Std. Error
Sig.
95% Confidence Interval






Lower Bound
Upper Bound
COMMAPPR
FASS
FENS
4,24946*
1,60099
,033
,2729
8,2260


FBA
4,75926
1,99029
,062
-,1842
9,7027

FENS
FASS
-4,24946*
1,60099
,033
-8,2260
-,2729


FBA
,50980
2,13162
,972
-4,7847
5,8043

FBA
FASS
-4,75926
1,99029
,062
-9,7027
,1842


FENS
-,50980
2,13162
,972
-5,8043
4,7847







Table 8. Graphic of mean of communication apprehension subscale of FLCAS

As shown in tables of 7 and 8, there are statistically significant differences between groups of students from different faculties on the scale of communication apprehension of foreign language classroom anxiety scale.
Scheffe's post hoc procedure (Table.7) showed the differences between students of FASS and students of FBA. Other differences were not shown as statistically significant.




CHAPTER 5

DISCUSSION

Participants were undergraduate students at the International University of Sarajevo which English is the official language of education. The main purpose of the study was to examine and determine the relationship between foreign language anxiety and self-efficacy beliefs among students as a participant. In this study, demographic variables such as the nationality, age, and gender of the participants were taken into consideration. Participants also were selected from different types of the program such as FASS, FENS, and FBA. Those students were chosen from different nations who are from Bosnia and Herzegovina and Turkey. In total, 106 participants have participated in this study. There were four hypothesis to check the relationship between foreign language classroom anxiety and self-efficacy belief among students at the International University of Sarajevo. Research questions that (1) "Is there any statistically significant correlation between foreign language classroom anxiety and self-efficacy belief?", (2) "Are there any statistically significant gender differences in foreign language classroom anxiety and self-efficacy belief?", (3) "Are there any statistically significant differences in foreign language anxiety and self-efficacy belief among Turkish and Bosnian Students?", (4) "Are there any statistically significant differences in foreign language anxiety and self-efficacy belief between students from different to another faculty?" To find an answer to of those questions, the Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz, Horwitz, and Cope in 1986 and the General Self-Efficacy Scale (GSES) which was developed by Jerusalem and Schwarzer in 1992 were used. In this part, hypothesis statements will be discussed according to our results.

5.1. Correlation between foreign language anxiety and self-efficacy
Our first hypothesis that there is no statistically significant correlation between foreign language anxiety and self-efficacy. However, results are refuted our hypothesis. The Foreign Language Classroom Anxiety Scale consists of three subscales that are "communication apprehension", "fear of feedback by peer and teachers", "fear or language testing". Results showed that there is statistically significant, negative and moderate correlation between those subscales of foreign language classroom anxiety and self-efficacy scale (Table.1) which means that students who have a higher level of foreign language anxiety have a tendency to make a low level of self-efficacy or vice versa.
Many researchers indicated that self-efficacy has an effect on success. Bandura (1984) identified that self-efficacy has played an important role in the learning process by helping or obstructing learner's progress, Zimmerman et al. (1992) also suggested that "Perceived self-efficacy is theorized to influence performance accomplishments both directly and indirectly through its influences on self-set goals" (p. 664-665). Moreover, some researchers have already put a remark on how self-efficacy has a control on individual s thoughts, feelings, and actions, and therefore influences the success of outcomes (Bandura, 1986), this study revealed that the low-level of self-efficacy belief of students affects the process of foreign language learning.
Anaydubalu (2010) conducted a study with 318 students in Thailand and found that there is no significant relationship between self-efficacy and English language performance, but there is a negative relationship between English language anxiety and self-efficacy. Yuh-show (2001) has achieved similar results. He conducted a study with 162 EFL students in Taiwan and according to his work's result that there is a strong negative relationship between foreign language learning anxiety and foreign language self-efficacy. According to Oğuz & Baysal (2015), there was an important negative relationship between self-efficacy and learning anxiety between 280 students. Gardner, et al. (1997) and Wharton (2000) found that there was a high negative correlation between language learning anxiety and self-efficacy levels in their studies. MacIntyre and Gardner (1994) found that students with a high level of foreign language learning anxiety were unable to express their own ideas and did not notice their own abilities. Pappamihiel (2002) demonstrated that listening, speaking, reading and writing skills of students with high anxiety affected their academic skills in a negative way. Moreover, according to findings of Liu & Huang (2011), foreign language anxiety and English learning motivation were signi cantly negatively correlated with each other. Motivation has a direct effect on self-efficacy. The study of Kırmızı & Kırmızı (2015) showed that there was a strong negative correlation between writing self-efficacy and writing anxiety that conducted by 172 students in a Turkish state university. A study conducted by Erkan and Saban (2011) on students in Çukurova University in Turkey showed that success in writing in a foreign language might be associated with attitudes towards self-efficacy in writing. In addition, Tsai (2013), Mills et al., (2006), Cheng (2001) reported that there was a negative correlation between foreign language anxiety and self-efficacy belief. These results are consistent with the results of the current study.
On the other hand, Çubukçu (2008) concluded that there is no relation between foreign language learning anxiety and self-efficacy. The result of the study conducted by Keshmandi et al. (2016) indicated that there was a positive correlation between locus of control which is related to self-efficacy belief and L2 reading and writing achievements. In this context, it is not consistent with the results obtained in this study.
So, according to our result that the correlation analysis between the foreign language classroom anxiety and self-efficacy belief shows a moderate but negatively significance relationship. Our result can be interpreted that student's foreign language anxiety that affects on language learning decrease whether their self-efficacy belief increase.

5.2. Gender differences in foreign language anxiety and self-efficacy
Our second hypothesis that there are no statistically significant gender differences in foreign language anxiety and self-efficacy. According to results, the hypothesis was accepted. As shown in Table 2, the mean scores of the anxiety scores of female students seem to be higher than those of males in the three subscales of foreign language classroom anxiety scale and their self-efficacy score seems to be lower than those of males. According to Table 3, the result of the independent samples that there are no statistically significant differences in foreign language classroom anxiety and self-efficacy belief between male and female participants which means that both male and female students' have higher self-efficacy was related to lower anxiety.
These results show that while Aida (1994) and Salim (2004) do not support the finding that female students have a higher level of foreign language anxiety than male students, the researchers who look at the relationship between foreign language anxiety and gender; Sarıgül (2000) supports the finding that there is no significance difference in level of foreign language anxiety among male and female students.
When the studies on the relation between gender and foreign language concerns are examined in the literature, different results are drawing the attention. While some studies (Aksoy, 2012; Arnaiz and Guillén, 2012; Aydin, 2008; Mesri 2012; Pappamihiel, 2001), have shown that female students are more anxious than male students in foreign language classes, some studies (Awan, et al., 2010; Cui, 2011; Deb, et al., 2010; Hussain, et al., 2011; Janfaza, et al., 2014; Kitano, 2001; Lian & Budin, 2014; Na, 2007) have shown that male students are more anxious than female students in foreign language classes.
It is also possible to find out that there is no significant relationship between foreign language anxiety and gender, and that there is no significant difference in foreign language anxiety compared to gender (Alshahrani & Alandal, 2015; Batumlu & Erden, 2007; Genç, 2009; Hsu, 2005; Kao & Craigie, 2010; Melkamu, 2008; Muhaisen & Al-Haq, 2012; Oğuz & Baysal, 2015; Öner & Gedikoğlu, 2007; Shabani, 2012; Torres, 2006; Wong, 2009; Zhao & Whitchurch, 2011).
In addition, Doğan (2008) found that in a study of high school students, gender and the type of school graduated and the school they attended did not affect the level of foreign language anxiety. Kurbanoglu &Takunyaci (2012) also found that there was no statistically significant difference between the beliefs of gender, anxiety, attitude, and self-efficacy. Tuncer & Dogan (2015) also found that there were no statistically significant gender differences in foreign language anxiety and self-efficacy among 271 university students in Fırat University in Turkey. Therefore, it can be said that the results of those three researchers partially consistent with the current study.
Mills, Parajes, and Herron (2006) concluded that female students had more self-efficacy than male students in their study. It partially inconsisten with the results of this study. Tsai (2013) shows that male students have more foreign language anxiety than girls, it does not coincide with the results obtained in this study.
As an individual difference, gender and ethnicity have been studied in several different ways. These are researches that try to determine whether women or men are more successful in learning foreign languages. These researches are aimed at determining which gender is more successful in general when learning a foreign language (e.g. Bista, 2009) or in terms of basic skills (e.g. Berninger et al., 2008). The other field of study is to find out how gender relates to various individual differences as a variable. In general, the common result is those female students are more successful than male students in general and skill. However, when we look at the relationship with other individual differences, there is no specific gender factor.

5.3. Differences between foreign language anxiety and self-efficacy among Turkish and Bosnian students
Our third hypothesis that there are no statistically significant differences in foreign language anxiety and self-efficacy between Turkish and Bosnian students. According to results, the hypothesis was partially accepted. Basically, we can say that there are statistically significant differences between Turkish and Bosnian participants in subscales of foreign language classroom anxiety scale that are communication apprehension, fear of feedback by peers and teachers, and fear of testing. The results of the application of the Foreign Language Classroom Anxiety Scale showed that Turkish students were embarrassed to communicate with other people and talk in the class. Also, they were afraid of getting negative evaluations from other, and being failed in academic settings. On the other hand, there are no statistically significant differences between Turkish and Bosnian participants in self-efficacy scale.
What happens if we bring in culture with that foreign language anxiety? When you are learning a language you are not only learning those specific words but you are also learning its culture. According to Hall (1976), "..what gives a man his identity no matter where he is born – is his culture, the total communication framework: words, actions, postures, gestures, tones of voice, facial expressions, and defends himself." As it is written in the introduction part, there are many factors that affect learning a foreign language. We try to explain the reason of our result under the light of those factors that history, nationality, culture, personal abilities, and early starting to learn English. Research has shown that the most important of learner personality is a learner's cultural background (MacIntyre & Charos, 1996; McGroarty, 1993; Norton, 2000).
Turks are basically nomadic communities. Therefore, they have been in contact with other languages in many years. However, traditionally there was no motivation to learn foreign languages. By the end of the 18th century, a number of schools in French, German, and English were established during the Ottoman Empire, and these schools were often for children of foreign diplomats, trade men, elites, and minority. Afterward, these people have been interpreters for international political and commercial relations with Ottoman authorities. However, the language of English was still not important in those years. (König, 1990) After World War II, English-medium education was officially introduced by the Minister of Education in 1957. It is very well known that the English language spreads by politicians, economists, and cultural critics. (Yıldırım & Okan, 2007) Through the globalization, the English language has become very popular among young people via Tv shows, series and films, music, magazines, and etc. Nevertheless, English seems as a threat to degenerate for Turkish culture and Turkish language by nationalists and conservatives. It is one of the most important effects on foreign language anxiety among Turkish students. In 2005, Yeşim Bektaş Çetinkaya conducted a research in Turkey whether Turkish students were willing to communicate in English. Out of 365 participants, about forty-eight percent said that were willing to communicate in English. According to those participants, it was okay to communicate with their close friend or small group but otherwise, to communicate in English was "absurd." (Çetinkaya, 2005, as cited in Zok, 2010) This thought is also common among Turkish students at the International University of Sarajevo.
According to Çetinkaya, students who had English since the early elementary schools was not highly competent with the language. Because teaching approach in the education system in Turkey focuses on the linguistic structure and not enough on practical communication skills. For example, Turkish students generally start to study English course first at a secondary school and finish their school by learning only English grammar instead of reading, writing, listening, and speaking skills. According to study (Jeftic, 2015), when asked what was easiest while learning English, Turkish students ensured the following answers; present simple (f=23), tenses (f=23), past simple (f=14), grammar (f=11), conversation (f=10), future tense (f=7), past continuous (f=3). Bosnian students gave the following answers: vocabulary (f=12), grammar (f=8), everything was easy (f=8), plural of nouns (f=4), present simple (f=3). Those ineffective educational background of Turkish students ultimately obstructs their willingness to communicate in English.
On the other hand, there are students who originate from ethnically mixed homes and cultures. They are Bosnian students who usually start learning the foreign language at kindergarten and primary levels. Even they start to learn more than one language throughout their lives. Moreover, geographical location of Bosnia and Herzegovina's proximity to Europe makes it easier to learn the foreign language more than one, such as German, Turkish, French, Arabian, Latin, Italian, Spanish. (Jeftic, 2015)
Our other result showed that there are no statistically significant in self-efficacy belief between Turkish and Bosnian Students. Even though Turkish students have a higher level of foreign language anxiety compared to Bosnian students, there was not much difference between the self-efficacy level of Turkish and Bosnian students. The reason might be personality characteristics and identity of Turkish students. Most of the Turkish people think that the glorious history of the Turks and cultural background and their strong national identity make them more self-confidence. Therefore, it is not important that their foreign language anxiety is higher, they always can find another way to motivate themselves like their history. This might be also related to upbringing. Parental styles play an important role in Turkish students' life. If children do not settle for a healthy cultural self, their self-efficacy is diminished, their fear of losing their cultural values, and they can cling to their own values and close away from the society they live in (Bedirhan, 2009). For example, it is common that when two Turks come together, they start to seek a familiar person between them whether it is through family, friends, work and etc. As soon as they locate someone, their relationship can continue. It is like an authentication. Also, it is common for Turkish and Bosnian students in Sarajevo. As a result of this example, in general, Turkish students can be motivated in order to reach the required level, by way of they see Bosnian students as a part of their culture and their identities and even feel close to each other as siblings.
If people aware of their weakness and strengths about themselves, it is easy to negotiate anxiety in learning the foreign language in both classroom and social environment. As far as I am concerned, Turkish people want to talk English fluently and accurately compared to other people from the different nationality. However, we follow all or non-principle. If we do not use English in fluent, then we chose other option that we do not use English not at all. It seems that Turkish people have the low level of self-efficacy that effect on the high level of foreign language anxiety.

5.4. Differences between foreign language anxiety and self-efficacy among students from different study programs
Lastly, our fourth hypothesis that there are no statistically significant differences in foreign language anxiety and self-efficacy among students who are from different faculties. These faculties from independent each other which are FASS, FENS, and FBA. These faculties have students from all year from first to last year. Our result was partially accepted. Because according to a descriptive statistic of one-way one table (Table.6), there are statistically significant differences between groups of students from different faculties on the scale of communication apprehension of foreign language classroom anxiety scale. Scheffe's post hoc procedure (Table.7) showed the differences between students of FASS and students of FBA. Other differences were not shown as statistically significant.
FASS consists of Visual Arts and Visual Communications Design, Social & Political Sciences, Psychology, English Language & Literature, and Cultural Studies. Psychology students are the vast majority of all samples from FASS. FBA consists of Management, Economics, International Relations and International Business and Finance. Çeliktaş (2009), indicated that what kind of intelligence is possessed by people who are predisposed to be the foreign language. As results show that those people are most actively acting on social intelligence, verbal intelligence, and visual-spatial intelligence. When communication apprehension is concerned, Horwitz et al. (1986) found that students have anxiety show that speaking in the foreign language as the most anxiety-producing experience. In this situation, the students have communicated something without rules of the language (Lucas et. al., 2011). Students from FASS and FBA are much more likely to talk in their classes compared to students from FENS.
But only if equal variances are assumed, so basically we can say that there are no statistically significant differences between students from different faculties (FASS, FENS, FBA) in any of both foreign language classroom anxiety scale and self-efficacy scale which means that our participants had higher self-efficacy was related to lower anxiety. In spite of all these studies, we could not find any study dealing with the relationships among foreign language anxiety and self-efficacy among students from different to another faculty to compare this research result.
Limitation of Research
This research is conducted to bring some explanations for the relationship between foreign language classroom anxiety and self-efficacy belief among students at the International University of Sarajevo. Although there is much remains to be done, our study generates important findings in the field of foreign language anxiety and self- efficacy of students, we can nevertheless confirm that there are some limitations of this study.
One possible explanation of limitation might have arisen from the participants and workplace of this study. The current study is subject to a threat to external validity by limiting the selection of participants to one university in Sarajevo. For that reason, the results of this study can not be generalized to other populations and workplaces.
The Second limitation might be the nature of the instruments, of which the validity relies partially on the answers of participants' honesty and openness. Because of the end of the semester, many researchers had work to test on the participants. In addition, participant's anonymity was not insured that all respondent honesty and openness. But this factor is available for all the studies that conduct by researchers.
The third limitation lies in the small sample size. There were 106 participants in the current study. It is believed that a larger sample size would clarify any inclination that was seen within the data.

Recommendations for Further Research
In this current study applied 106 students who study at the International University of Sarajevo in Bosnia & Herzegovina. Implementation in different cities, different universities and more students can contribute to better results. This research applied for only private university. If we apply in public university can reach students who are from different socio-economic status and culture.
For future studies, it is recommended that other learner variables not accounted for by this study such as learning styles, self-perception, learning style, language background, etc., and their relationships with each other be considered.












CHAPTER 6

CONCLUSIONS

C1: There is statistically significant, negative and moderate correlation between foreign language classroom anxiety and self-efficacy belief which means that students who have a higher level of foreign language anxiety have a tendency to have the low level of self-efficacy or vice versa.
C2: There are no statistically significant differences in foreign language classroom anxiety and self-efficacy belief between male and female participants which means that both male and female students' have higher foreign language anxiety was related to lower their self-efficacy.
C3: There are statistically significant differences between Turkish and Bosnian participants in subscales of foreign language classroom anxiety scale that are communication apprehension, fear of feedback by peers and teachers, and fear of testing. In all three variables, Turkish participants have a higher degree in those subscales of the foreign language classroom anxiety scale. On the other hand, there are no statistically significant differences between Turkish and Bosnian participants in self-efficacy scale.
C4: There are statistically significant differences between participants from different to another faculty in the subscale of "communication apprehension" of foreign language classroom anxiety scale while there are no statistically differences between participants from different to other faculties in the subscales of "fear of feedback by peer and teacher" and "fear of testing" of foreign language classroom anxiety scale and self-efficacy scale. Sheffe's post hoc procedure showed the differences between students of FASS and students of FBA.
















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APPENDIX A


Name (Code): Gender: F / M Nationality: Age:
Faculty: Year: # Freshman # Sophomore # Junior # Senior
When did you begin to take English course? : Year: OR Age:


Foreign Language Classroom Anxiety Scale (FLCAS)

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
1. I never feel quite sure of myself when I am speaking in my foreign language class. 





2. I don't worry about making mistakes in language class 





3. I tremble when I know that I'm going to be called on in language class. 





4. It frightens me when I don't understand what the teacher is saying in the foreign language. 





5. It wouldn't bother me at all to take more foreign language classes. 





6. During language class, I find myself thinking about things that have nothing to do with the course. 





7. I keep thinking that the other students are better at languages than I am. 





8. I am usually at ease during tests in my language class. 





9. I start to panic when I have to speak without preparation in language class. 





10. I worry about the consequences of failing my foreign language class. 





11. I don't understand why some people get so upset over foreign language classes. 





12. In language class, I can get so nervous I forget things I know. 





13. It embarrasses me to volunteer answers in my language class. 





14. I would not be nervous speaking the foreign language with native speakers. 





15. I get upset when I don't understand what the teacher is correcting. 





16. Even if I am well prepared for language class, I feel anxious about it. 





17. I often feel like not going to my language class





18. I feel confident when I speak in foreign language class. 





19. I am afraid that my language teacher is ready to correct every mistake I make. 





20. I can feel my heart pounding when I'm going to be called on in language class. 





21. The more I study for a language test, the more confused I get. 





22. I don't feel pressure to prepare very well for language class. 





23. I always feel that the other students speak the foreign language better than I do.





24. I feel very self conscious about speaking the foreign language in front of other students. 





25. Language class moves so quickly I worry about getting left behind. 





26. I feel more tense and nervous in my language class than in my other classes. 





27. I get nervous and confused when I am speaking in my language class. 





28. When I'm on my way to language class, I feel very sure and relaxed. 





29. I get nervous when I don't understand every word the language teacher says. 





30. I feel overwhelmed by the number of rules you have to learn to speak a foreign language. 





31. I am afraid that the other students will laugh at me when I speak the foreign language. 





32. I would probably feel comfortable around native speakers of the foreign language. 





33. I get nervous when the language teacher asks questions which I haven't prepared in advance. 






APPENDIX B

General Self-Efficacy Scale (GSE)




Not at all True
Hardly True
Moderately True
Exactly True
1. I can always manage to solve difficult problems if I try hard enough




2. If someone opposes me, I can find the means and ways to get what I want.




3. It is easy for me to stick to my aims and accomplish my goals




4. I am confident that I could deal efficiently with unexpected events.




5. Thanks to my resourcefulness, I know how to handle unforeseen situations.




6. I can solve most problems if I invest the necessary effort.




7. I can remain calm when facing difficulties because I can rely on my coping abilities.




8. When I am confronted with a problem, I can usually find several solutions.




9. If I am in trouble, I can usually think of a solution




10. I can usually handle whatever comes my way.