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master's thesis
Foreign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature
2022. urn:nbn:hr:186:330261
Kabić, Mia
University of Rijeka
Faculty of Humanities and Social Sciences
Department of English Language and Literature

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Kabić, M. (2022). Foreign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature (Master's thesis). Rijeka: University of Rijeka, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:186:330261

Kabić, Mia. "Foreign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature." Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:186:330261

Kabić, Mia. "Foreign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature." Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:186:330261

Kabić, M. (2022). 'Foreign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature', Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, accessed 03 December 2024, https://urn.nsk.hr/urn:nbn:hr:186:330261

Kabić M. Foreign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature [Master's thesis]. Rijeka: University of Rijeka, Faculty of Humanities and Social Sciences; 2022 [cited 2024 December 03] Available at: https://urn.nsk.hr/urn:nbn:hr:186:330261

M. Kabić, "Foreign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature", Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, Rijeka, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:186:330261

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Metadata
TitleForeign Language Classroom Anxiety and Multilingualism: a Case of Croatian-Speaking Undergraduate Students of English Language and Literature
AuthorMia Kabić
MentorTihana Kraš (mentor)
Committee memberNataša Košuta (predsjednik povjerenstva)
Committee memberTihana Kraš (član povjerenstva)
Committee memberBranka Drljača Margić (član povjerenstva)
GranterUniversity of Rijeka
Faculty of Humanities and Social Sciences
(Department of English Language and Literature)
Rijeka
Defense date and country2022-09-30, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Abstract
This thesis aims to explore whether there is a correlation between multilingualism and foreign language anxiety in a classroom environment. The participants in the study were 29 Croatianspeaking undergraduate students of English Language and Literature, who were divided into two groups based on how many foreign languages (FLs) they used in a classroom environment on a daily or a weekly basis. They filled out an online questionnaire containing questions about their demographic and language background as well as the 33-item Foreign Language Classroom Anxiety Scale to test their Foreign Language Classroom Anxiety (FLCA) levels in English and, for the students who are either double majoring in English and another FL or attending FL classes outside of university, in another FL. The results showed that there is no significant difference in FLCA levels between the two groups of English language majors. This is consistent with the findings of previous research which shows that the levels of FLCA in bilingual and trilingual individuals are almost equal. Regarding the group containing only students who engaged with another FL besides English on a daily or a weekly basis, the results indicated that they had slightly higher FLCA levels in their other FL than in English. It was proposed that the reason for this could be the age at which they started acquiring the other FL, which was, for most participants, higher than the age at which they started to acquire English. Another reason might be their constant and greater exposure to English in their daily lives, due to which they might feel more comfortable using English in contrast to another FL, which they only use in a classroom setting. Further research with larger and more diverse sample of participants could provide more insight into this topic.
Keywords
Languageenglish
URN:NBNurn:nbn:hr:186:330261
Study programmeTitle: English Language and Literature (double major); specializations in: Teaching Track
Course: Teaching Track
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
Study programmeTitle: German Language and Literature (double major); specializations in: Teaching Track, Intercultural Germanism
Course: Teaching Track
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije njemačkog jezika i književnosti (magistar/magistra edukacije njemačkog jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2022-11-29 14:02:05