This study investigates foreign language anxiety among Indonesian undergraduate students of English, French, Japanese, Korean and Arabic language programs, and examines its relationship with students’ motivation and their perception of teachers’ behaviors. Questionnaires were distributed to 182 s-grade undergraduate students majoring in five foreign languages at an Indonesian public university. One-way ANOVA analysis revealed that learners of Japanese have the highest foreign language anxiety level compared to others. Furthermore, using independent sample T-test method, it showed that learners of non-Latin languages group (Japanese, Korean, and Arabic) have a higher foreign language anxiety level than those of Latin language group (English and French). The relationship between foreign language anxiety, learners’ motivation and their perception of teachers’ behaviors, was analyzed using a multiple-regression method, and the finding indicated that learners’ motivation does not affect foreign language anxiety. Meanwhile, their perception of teacher’s behaviors significantly affects foreign language anxiety. Based on the results, the present study suggests that foreign language teachers should give more attention to their teaching method and behaviors applied inside the classroom, and on how to create a more conducive learning environment in the classroom in order to reduce foreign language anxiety experienced by their students.

中文翻译：

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测量不同外语学习者中的外语焦虑：与教师行为的动机和感知有关

这项研究调查了英语，法语，日语，韩语和阿拉伯语课程的印度尼西亚大学生的外语焦虑，并研究了其与学生动机和对教师行为的感知之间的关系。问卷在印度尼西亚一所公立大学分发给182种s外语专业学生，主修五种外语。单向方差分析表明，与其他人相比，日语学习者的外语焦虑水平最高。此外，使用独立样本T检验方法表明，非拉丁语言组（日语，韩语和阿拉伯语）的学习者的外语焦虑水平高于拉丁语言组（英语和法语）。外语焦虑之间的关系，使用多元回归方法分析了学习者的动机及其对教师行为的感知，发现表明学习者的动机并不影响外语焦虑。同时，他们对老师行为的感知也极大地影响了外语焦虑。根据研究结果，本研究建议外语教师应更加重视他们在课堂上的教学方法和行为，以及如何在课堂上创造更有利的学习环境，以减轻外语教师的外语焦虑。他们的学生。他们对老师行为的感知会严重影响外语焦虑。根据研究结果，本研究建议外语教师应更加重视他们在课堂上的教学方法和行为，以及如何在课堂上创造更有利的学习环境，以减轻外语教师的外语焦虑。他们的学生。他们对老师行为的感知会严重影响外语焦虑。根据研究结果，本研究建议外语教师应更加重视他们在课堂上的教学方法和行为，以及如何在课堂上创造更有利的学习环境，以减轻外语教师的外语焦虑。他们的学生。