Foreign Language Anxiety among Counseling Students Speaking English as a Second Language: A Rationale for Future Researc
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Foreign Language Anxiety among Counseling Students Speaking English as a Second Language: A Rationale for Future Research Dogukan Ulupinar 1
# Springer Science+Business Media, LLC, part of Springer Nature 2017
Abstract Research on foreign language anxiety has focused primarily on students in language training programs. The lack of attention to foreign language anxiety among counseling students speaking English as a second language has led to supervision issues among this growing student population in counseling programs. This article identifies areas such as self-efficacy and microskills that are affected by foreign language anxiety and recommends training strategies and the potential value of qualitative research methods to address the situation. Keywords Foreign language anxiety . Supervision . Counselor education . Training strategies . Qualitative research
Introduction Many counselor educators would tacitly agree that one of the major challenges of counseling students speaking English as a second language is foreign language anxiety. MacIntyre and Gardner (1994) defined foreign language anxiety (FLA) or xenoglossophobia as a Bfeeling of tension and apprehension specifically associated with second language contexts, including speaking, listening, and learning^ (p. 284). Horwitz et al. (1986) proposed three types of FLA: communication apprehension, test anxiety, and fear of negative evaluation. These authors also developed a Foreign Language Anxiety Scale (FLAS), which has been well established in the second language learning literature. FLA is a relatively new topic in counselor education. One recent study found that FLA was negatively correlated with self-efficacy among masters-level counseling
* Dogukan Ulupinar [email protected]
1
College of Education, Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
Int J Adv Counselling
students speaking English as a second language (Haley, Romero-Marin, and Gelgand 2015). Earlier in the counseling literature, Miranda and Umhoefer (1998) argued that the cognitive process of counseling students speaking English as a second language may be hindered by their inability to express some thoughts and emotions in the second language. Counseling is primarily a verbal profession and verbal skills are essential in counselor training programs (Haley and Combs 2010). A common approach to counselor training in teaching core counseling skills is a didactic-experiential method (Crews et al. 2005). The Council for Accreditation of Counseling and Related Educational Programs (CACREP 2016) supports the didactic-experiential approach by mandating all accredited programs to include experiential learning activities through the courses such as basic counseling skills, individual counseling practicum, group counseling practicum, and internship. There is no doubt that the demands of such counseling courses for constant and effective use of verbal skills is high. There are no data specific to counseling program
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