Gender differences in foreign language classroom anxiety: Results of a meta-analysis

Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) measure anxiety. An ever-growing array studies has employed FLCAS and analyzed underlying relationship between focal construct foreign achievement, various individual difference variables variety demographic variables, such as learning experiences, age, gender. Despite considerable number publications, focusing on biographical have been conclusive. The aim present meta-analysis analyze 48 that look at potential gender differences with respect Although there great variation methodological reporting practices included, findings show tendency for females experience higher anxiety, gender-related are statistically significant. results moderator analyses showed neither age nor target language, regional context, or, case university students, their majors, influence this relationship.