Research has shown that foreign language classroom anxiety often has a debilitating effect on language learners’ self-perceptions (Horwitz, 2001). Self-efficacy is also a notable concept in relation to learners’ self-perceptions of their ability to complete tasks (Bandura, 1982). Relating experiences of anxiety in the classroom with self-efficacy, in this study we looked at correlations between self-efficacy and foreign language anxiety and changes in these affective factors for university English learners. A pretest–posttest methodology was utilized before and after the participants studied abroad. Negative correlations were found between language anxiety and self-efficacy across both tests. In addition, significant findings from the individual test could be seen before and after studying abroad, showing in what ways study abroad may affect learner’s anxiety and self-efficacy.
先行研究では、外国語教室不安が言語学習者の自己認識を衰弱させる効果があることを示している（Horwitz, 2001）。また、自己効力感は、自分自身がタスクをどれだけ遂行できるかの自己認識に関連している注目すべき概念である（Bandura, 1982）。本研究では、 外国語の不安と自己効力感を関連付けて、大学での英語学習者に対する感情的要因の変化を調べた。方法として、参加者が留学する前後にテストを行った。そこでは 両方のテストで、言語不安と自己効力感に負の相関関係が見つかった。さらに、留学の前後の調査結果は、留学が学習者の不安や自己効力感にどのような影響を与えるかを示していた。
