Generalizability Theory as a Tool in Examining Classroom Anxiety
DOI:
https://doi.org/10.51699/ijllal.v2i12.3220Keywords:
Generalizability, Examining, Classroom, AnxietyAbstract
Theory by Horwitz et al. (1986): Foreign Language Classroom Anxiety Scale. This hypothesis has been crucial to studying individual differences. Different perspectives may affect second- and foreign-language acquisition. The scale’s multiplied organization has been extensively studied, giving validity evidence for Foreign Language Anxiety, a concept of great importance to foreign language specialists and instructors. Despite significant investigation, nothing is known about the scale’s dependability. The Foreign Language Classroom Anxiety Scale is a self-report instrument, therefore the theory under study should account both item internal consistency and response consistency across time. The generalizability theory is used to examine the Foreign Language Classroom Anxiety Scale’s in terms of classroom anxiety. The theory was applied in an Iraqi higher education institution where English language is taught as a major subject. The theory applied showed a good compound generalizability and dependability. One of the three latent qualities anticipated to appear on the scale, test anxiety, was very unreliable.
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