- Email: [email protected]
Survey data of foreign language learners' enjoyment and anxiety in the U.S.
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Data in brief xxx (xxxx) xxx
Contents lists available at ScienceDirect
Data in brief journal homepage: www.elsevier.com/locate/dib
Data Article 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43
Q6
Survey data of foreign language learners' enjoyment and anxiety in the U.S.
Q5
Tsung-han Weng
Q2
University of Kansas, Department of Curriculum and Teaching, United States
a r t i c l e i n f o
a b s t r a c t
Article history: Received 16 January 2020 Accepted 24 January 2020 Available online xxx
The data derive from a survey collected from 182 bilingual and multilingual speakers who are foreign language speakers from six language groups, including Mandarin Chinese, Japanese, Korean, Arabic, French, and Russian. They registered in beginning, immediate, and advanced levels of foreign language classes in a public four-year university in the Midwestern U.S. The survey was developed with an aim of exploring foreign language learners' enjoyment and anxiety in learning foreign languages. The survey was distributed by utilizing an online questionnaire, which is composed of four sections: 1) demographic information (9 items), 2) the Foreign Language Enjoyment Scale (FLES) (12 items), 3) the Foreign Language Classroom Anxiety Scale (FLCAS) (8 items), and 4) open-ended questions (2 items). Both FLES and FLCAS took the form of a 5-point Likert scale. The entire dataset is stored in an Excel file (.xls). The entire questionnaire is included as a supplementary file. © 2020 Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/ licenses/by-nc-nd/4.0/).
Keywords: Foreign language learning Emotions Enjoyment Anxiety Positive psychology
Q1
E-mail address: [email protected]. https://doi.org/10.1016/j.dib.2020.105221 2352-3409/© 2020 Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http:// creativecommons.org/licenses/by-nc-nd/4.0/).
Please cite this article as: Tsung-han Weng, Survey data of foreign language learners' enjoyment and anxiety in the U.S., Data in brief, https://doi.org/10.1016/j.dib.2020.105221
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T.-h. Weng / Data in brief xxx (xxxx) xxx
Specifications Table Subject Specific subject area Type of data How data were acquired Data format Parameters for data collection Description of data collection
Data source location Data accessibility
Education Foreign language learning, emotion, enjoyment, anxiety Excel files Survey (Qualtrics): https://kusurvey.ca1.qualtrics.com/jfe/form/SV_a924B7wzbGvzQln Raw The survey targeted university foreign language learners in the U.S. The sampling is twofold: 1) invitation emails were sent by the language coordinators to all students who are currently enrolled in foreign language classes; and 2) the researcher contacted foreign language instructors to gain permission to visit classes and allow their students to complete the questionnaire. Numerous foreign language classes in a public four-year university in the Midwestern U.S. With the article
Value of the Data The data represent one of the first and largest samples in exploring foreign language learners' emotions in the U.S. The data can be compared across different second or foreign language learning contexts in the world for further insight The data can be examined the relationship between enjoyment and anxiety in foreign language learning The data can be further statistically analysed to examine the links between enjoyment and anxiety and learner-internal variables and teacher-related variables The data are beneficial for second or foreign language researchers who are interested in exploring foreign language emotions
1. Data description The data derive from the results of a questionnaire to explore learners' enjoyment and anxiety in learning foreign languages at a Mid-western U.S. university. The data were collected from the selfreport FLES and FLCAS to assess foreign language learners' perceptions, feelings, and attitudes of their enjoyment and anxiety. The excel sheet (.xls) contains raw data from the 52 Likert-scale items. The data contain nominal, ordinal, and continuous variables. Item 1 to 9 are participants' demographic information, including their gender, age, and race and ethnicity. Item 10 is participants' overall attitude towards foreign languages. Item 11 to 20 are participants' perceptions toward lecture-based teachers. Item 21 to 30 are participants' perceptions towards drill-based teachers. Item 31 to 42 are participants' perceptions on foreign language enjoyment. The scale has been tested to ensure its validity and reliability, with its global FLE Cronbach's a reliability coefficient 0.86, FLE-Social 0.87, and FLE-Private .78. Item 43 to 50 are participants' anxiety in foreign language learning. The Foreign Language Classroom Q 3 Anxiety scale (FLCAS) developed by Horwitz et al. (1986) was used to measure students' level of anxiety in foreign language classrooms. The original scale consists of 33 items. Following Dewaele and MacIntyre (2014), this dataset extracted 8 items from Horwitz et al.'s (1986) scale by focusing on items about physical anxiety. Item 51 and 52 provide participants' qualitative data on foreign language enjoyment and anxiety. Following Dewaele and Maclntyre (2014), this dataset included open-ended questions at the end the questionnaire. The questions asked participants to recall their specific event in the classrooms in which they enjoyed or suffered from anxiety. 2. Experimental design, materials, and methods Upon IRB approval from the Undergraduate Programs, participants were recruited through an invitation email sent by the language coordinators to all students who are currently enrolled in foreign language classes regardless of their age, genders, ethnic group, or nationalities. Participants completed an online consent form and questionnaire accessible through an email sent to their school email accounts. We also contacted foreign language instructors to gain permission to visit classes and allow their students to complete the questionnaire. We distributed flyers to students who were interested in Please cite this article as: Tsung-han Weng, Survey data of foreign language learners' enjoyment and anxiety in the U.S., Data in brief, https://doi.org/10.1016/j.dib.2020.105221
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T.-h. Weng / Data in brief xxx (xxxx) xxx
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participating in this research project and answered any questions potential participants might have about the project. On the flyer, it entails the research procedure: connect to internet, scan the QR code, and fill out the questionnaire. The whole procedure took approximately 7 minutes. The survey was administered in November and December in 2019. Acknowledgments The research project does not receive financial support from any institutions. We appreciate all the foreign language instructors and graduate teaching assistants who helped us collect data. Conflict of Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Appendix A. Supplementary data Supplementary data to this article can be found online at https://doi.org/10.1016/j.dib.2020.105221. Uncited References [1]. References [1] J. Dewaele, A. Magdalena, K. Saito, The effect of perception of teacher characteristics on Spanish EFL learners' anxiety and enjoyment, Mod. Lang. J. 103 (2019) 412e427, https://doi.org/10.1111/modl.12555.
Please cite this article as: Tsung-han Weng, Survey data of foreign language learners' enjoyment and anxiety in the U.S., Data in brief, https://doi.org/10.1016/j.dib.2020.105221
Data in brief xxx (xxxx) xxx
Contents lists available at ScienceDirect
Data in brief journal homepage: www.elsevier.com/locate/dib
Data Article 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43
Q6
Survey data of foreign language learners' enjoyment and anxiety in the U.S.
Q5
Tsung-han Weng
Q2
University of Kansas, Department of Curriculum and Teaching, United States
a r t i c l e i n f o
a b s t r a c t
Article history: Received 16 January 2020 Accepted 24 January 2020 Available online xxx
The data derive from a survey collected from 182 bilingual and multilingual speakers who are foreign language speakers from six language groups, including Mandarin Chinese, Japanese, Korean, Arabic, French, and Russian. They registered in beginning, immediate, and advanced levels of foreign language classes in a public four-year university in the Midwestern U.S. The survey was developed with an aim of exploring foreign language learners' enjoyment and anxiety in learning foreign languages. The survey was distributed by utilizing an online questionnaire, which is composed of four sections: 1) demographic information (9 items), 2) the Foreign Language Enjoyment Scale (FLES) (12 items), 3) the Foreign Language Classroom Anxiety Scale (FLCAS) (8 items), and 4) open-ended questions (2 items). Both FLES and FLCAS took the form of a 5-point Likert scale. The entire dataset is stored in an Excel file (.xls). The entire questionnaire is included as a supplementary file. © 2020 Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/ licenses/by-nc-nd/4.0/).
Keywords: Foreign language learning Emotions Enjoyment Anxiety Positive psychology
Q1
E-mail address: [email protected]. https://doi.org/10.1016/j.dib.2020.105221 2352-3409/© 2020 Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http:// creativecommons.org/licenses/by-nc-nd/4.0/).
Please cite this article as: Tsung-han Weng, Survey data of foreign language learners' enjoyment and anxiety in the U.S., Data in brief, https://doi.org/10.1016/j.dib.2020.105221
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T.-h. Weng / Data in brief xxx (xxxx) xxx
Specifications Table Subject Specific subject area Type of data How data were acquired Data format Parameters for data collection Description of data collection
Data source location Data accessibility
Education Foreign language learning, emotion, enjoyment, anxiety Excel files Survey (Qualtrics): https://kusurvey.ca1.qualtrics.com/jfe/form/SV_a924B7wzbGvzQln Raw The survey targeted university foreign language learners in the U.S. The sampling is twofold: 1) invitation emails were sent by the language coordinators to all students who are currently enrolled in foreign language classes; and 2) the researcher contacted foreign language instructors to gain permission to visit classes and allow their students to complete the questionnaire. Numerous foreign language classes in a public four-year university in the Midwestern U.S. With the article
Value of the Data The data represent one of the first and largest samples in exploring foreign language learners' emotions in the U.S. The data can be compared across different second or foreign language learning contexts in the world for further insight The data can be examined the relationship between enjoyment and anxiety in foreign language learning The data can be further statistically analysed to examine the links between enjoyment and anxiety and learner-internal variables and teacher-related variables The data are beneficial for second or foreign language researchers who are interested in exploring foreign language emotions
1. Data description The data derive from the results of a questionnaire to explore learners' enjoyment and anxiety in learning foreign languages at a Mid-western U.S. university. The data were collected from the selfreport FLES and FLCAS to assess foreign language learners' perceptions, feelings, and attitudes of their enjoyment and anxiety. The excel sheet (.xls) contains raw data from the 52 Likert-scale items. The data contain nominal, ordinal, and continuous variables. Item 1 to 9 are participants' demographic information, including their gender, age, and race and ethnicity. Item 10 is participants' overall attitude towards foreign languages. Item 11 to 20 are participants' perceptions toward lecture-based teachers. Item 21 to 30 are participants' perceptions towards drill-based teachers. Item 31 to 42 are participants' perceptions on foreign language enjoyment. The scale has been tested to ensure its validity and reliability, with its global FLE Cronbach's a reliability coefficient 0.86, FLE-Social 0.87, and FLE-Private .78. Item 43 to 50 are participants' anxiety in foreign language learning. The Foreign Language Classroom Q 3 Anxiety scale (FLCAS) developed by Horwitz et al. (1986) was used to measure students' level of anxiety in foreign language classrooms. The original scale consists of 33 items. Following Dewaele and MacIntyre (2014), this dataset extracted 8 items from Horwitz et al.'s (1986) scale by focusing on items about physical anxiety. Item 51 and 52 provide participants' qualitative data on foreign language enjoyment and anxiety. Following Dewaele and Maclntyre (2014), this dataset included open-ended questions at the end the questionnaire. The questions asked participants to recall their specific event in the classrooms in which they enjoyed or suffered from anxiety. 2. Experimental design, materials, and methods Upon IRB approval from the Undergraduate Programs, participants were recruited through an invitation email sent by the language coordinators to all students who are currently enrolled in foreign language classes regardless of their age, genders, ethnic group, or nationalities. Participants completed an online consent form and questionnaire accessible through an email sent to their school email accounts. We also contacted foreign language instructors to gain permission to visit classes and allow their students to complete the questionnaire. We distributed flyers to students who were interested in Please cite this article as: Tsung-han Weng, Survey data of foreign language learners' enjoyment and anxiety in the U.S., Data in brief, https://doi.org/10.1016/j.dib.2020.105221
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T.-h. Weng / Data in brief xxx (xxxx) xxx
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Q 4 21 22 23 24 25 26 27 28 29
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participating in this research project and answered any questions potential participants might have about the project. On the flyer, it entails the research procedure: connect to internet, scan the QR code, and fill out the questionnaire. The whole procedure took approximately 7 minutes. The survey was administered in November and December in 2019. Acknowledgments The research project does not receive financial support from any institutions. We appreciate all the foreign language instructors and graduate teaching assistants who helped us collect data. Conflict of Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Appendix A. Supplementary data Supplementary data to this article can be found online at https://doi.org/10.1016/j.dib.2020.105221. Uncited References [1]. References [1] J. Dewaele, A. Magdalena, K. Saito, The effect of perception of teacher characteristics on Spanish EFL learners' anxiety and enjoyment, Mod. Lang. J. 103 (2019) 412e427, https://doi.org/10.1111/modl.12555.
Please cite this article as: Tsung-han Weng, Survey data of foreign language learners' enjoyment and anxiety in the U.S., Data in brief, https://doi.org/10.1016/j.dib.2020.105221