This study aimed to investigate the latent constructs in the Foreign Language Classroom Anxiety Scale using a research context of Japanese undergraduates who learn English as a foreign language. The study conducted both exploratory and confirmatory factor analysis against two different groups of Japanese undergraduate students. First, exploratory factor analysis was used to extract factors from 33 items of the scale in its application to 149 management major students. Subsequently, confirmatory factor analysis was conducted on the factors from the exploratory factor analysis. Data from 237 English language learners at two universities—155 undergraduates at a foreign study university and 82 at a general university—were applied to test a hypothetical model in relation to the extracted latent constructs. Results of the two factor analyses identified and confirmed two underlying components of the scale: (1) communication apprehension and (2) fear of failing. The model fit statistics illustrated that the two-factor paradigm appropriately fit the data from the second undergraduate group. Implications of the results are discussed.

中文翻译：

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在日本大学生的背景下探索外语课堂焦虑量表的构成

这项研究旨在利用以英语为外语的日本大学生的研究情境，调查外语课堂焦虑量表中的潜在构成。该研究针对两组日本本科生进行了探索性和确认性因素分析。首先，使用探索性因素分析法从149个管理专业学生中的33个量表中提取因素。随后，对探索性因素分析中的因素进行了确认性因素分析。来自两所大学的237名英语学习者（一所外国研究型大学的155名本科生和一所普通大学的82名）的数据被用于检验与提取的潜在构造有关的假设模型。这两个因素分析的结果确定并确认了该量表的两个基本组成部分：（1）沟通忧虑和（2）害怕失败。模型拟合统计表明，双因素范式适当拟合了第二个本科生群体的数据。讨论了结果的含义。