A lot of research has been conducted to investigate the role of socio-affective variables in learning the target language. This study, conducted in the French EFL context, explores the social psychology of English as a foreign language. It aims at uncovering the linkage between anxiety, risk-taking and self-esteem, and detecting their relationship as related to oral proficiency. It also investigates the variables’ linkage in terms of SEX and level of training (LT). The subjects are sample groups of 120. A questionnaire is employed. Personal narratives and semi-structured interviews are used to give a better understanding of the learning atmosphere in an attempt to reduce the detrimental impact of the mentioned variables. T-test, descriptive tests, and the alpha internal consistency coefficient are used. The results show that the variables tend to be highly context-dependent. Besides, facilitating anxiety along with high levels of risk-taking and self-esteem helps learners improve in English. The qualitative approach reveals that the teacher has a pivotal role in improving students’ levels and enhancing learning English through alleviating his/her students’ negative thoughts concerning their own capacities and fostering their readiness to speak. The findings demonstrate that SEX and LT variables clearly proved to be significant in this study.

Authors:
Faten Slimani Aloui, University of Toulouse III – Paul Sabatier, France

About the Presenter(s)
Ms Faten SLIMANI ALOUI is a University Doctoral Student at University of Toulouse III – Paul Sabatier in France

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