Appendix 2（第2页）

&s’broaddiversityintermsofplaajor，andEFLlearnihelptoehegeneralisabilityofthefindioabroaderpopulatiopartitstookEnglishcoursesthatweretypicallyteatedandhad50-60studentsineachclass。Duetocrowdedclasssize，thedominantiioeacher-studeed。

&eacherpartitswereeightfemaleteacherswhotaughtEnglishtothestudentpartits。Mostofthemwereintheirearly30s，withtheyou24a42。Atthetimethedatawerecollected，theoldestteacherhadbeenteaglishfor19years，ahadbeenteagfor2years。Twoteachershadmorethaeagexperieheotherfourhad7-8yearsofteagexperiehregardtoqualifis，fiveteachershadanMA，oneursuingaPhD，andtwMAs。

Is

Datawereobtainedusiioeacherquestioautobiographies，studentieaterviews。Thestudeionnaireprisedbadinformation，theGeneralisedBeliefMeasure（GBM），theGeudeMeasure（GAM），andtheFuageAyScale（FLCAS）。Theteacherquestionnaireincludedbadinformation，theGBM，andtheGAM。Ioimprovethevalidityofthedataandtoavoidpartits’misuandingtofullyexpresstheirviewsduetlishproficylimitations，theywererequestedtouseVieterviewsandautobiographies，aionnaireswerepresentedinanEnamesebilingualformat。

GeneralisedBeliefMeasure。TheGBM（McCroskey，2006;Mp;Rid，1989，1996）tedteneralbeliefsabouttheexistenceofFLA。This7-point，5-itemscaleedusiitialteique（seeDunn-Rankin，1983;Heise，1970）。Thescalemeasuresbeliefsusing5bipolaritemsthatfothedegreetowhidividualacceptsastatemeiablebelief。Forthepurposeofthisstudy，thebeliefthatwasmeasuredwaslearningEnglishasafuagemakesmasanxious（seeAppendixS1flishversionoftheGBM）。

GeudeMeasure。TheGAM（McCroskey，2006;Mp;Rid，1989，1996）tedteudestowardsFLA。Thisisa7-point，6-itemscalewithsixbipolarpairsofadjectives。LiketheGBM，theGAMedusiitialteique。Theceptthatwasmeasuredinthisstudywasfuageay（seeAppendixS2flishversionoftheGAM）。

FuageAyScale。TheFLCASdevelopedbyHorwitzetal。（1986）tedtomeasurestudents’levelofahisssistsof33statementswhichassessuniapprehey，andfearofionassociatedwithFLA。Theinalscludes24positivelywordedaivelywordedstatements，withtingfrom33to165（therespohe9ivelywordeditemsarereversedandrecodedbeforegtotalsdwithlowertotalsdighigherlevelsofahisstudy，thequestionnaireuseda5-poisgingfrlydisagreetree，withhighertotalsdighigherlevelsofay（seeAppendixS3flishversionoftheFLCAS）。

&yanalysesperfBM，theGAM，andtheFLCASrevealhighinternalcylevelsforthethreescales（seeTable2）。

Table2。ReliabilityofS=419）

Note。GBM=GeneralisedBeliefMeasure;GAM=GeudeMeasure;FLCAS=FuageAyScale。

&EFLlearningautobiographies。SelectedpartithisstudywereaskedtowriteanautobiographyabouttheirEFLlearningexperiencesbasedonpromptsthataimedtodirectthefocusoftheirexperieheiremotionsandfeelingsinEFLclasses。ThepromptswereselectedtofacilitatestudeionsontheirEFLlearningexperienitlathelengthoftheautobiography。Thestudentswereeoprovideasmuationaspossible。

&uredihepurposeofstudentieaterviewswastoeliationabouttheirawarenessofandattitudestowardsFLA。Theinterviewswerefacetofadsemistructured，withtheiogdesignedihemaiionswereasfolloouldyoudescribeyouryourstudents’feelingsinEnglishlanguagesessions?Beforeyouwereihisstudy，hadyhtthatmasareanxiousabEFL?WhatisyouropinionaboutthedegreeofstudeEFLlearning?WhatdoyouthinkaboutthefeelingofayinEFLlearheinterviewees’respoableprobeswereusedtoelicitadditionalinformation。

Procedures

&questionnaireswereadmio10intactclassesofnon-English-majorstudents，whichwereraedfrom25classesof1，298studentsenrolledinaBasiglishLevel2course。Of434collectedquestionnaires，419couldbeused（15werediscardedbecausetheywereiudents’overallaylevelsweredeterminedbysummioallofthequestionsintheFLddividialby33（thetotalnumberofquestiohecriteriasetbyHorwitz（2008），studeifiedashighay（HA=averagesnear4andabove），mediumay（MA=averagesaround3），andloway（LA=averagesbelow3）。Eightees（6HA，6MA，and6LA）wereraedforstudentinterviews，followingamaximumvariationsampliy-obiographieswerecolleanxiousstudents，followingacriticalcasesamplingscheme（seeOnwuegbuzie&s，2007）。

&eacherpartitsfirstpletedtheteacherquestiohenpartiteaterviews。

DataAnalysis

Dataforthisstudyihquaa（questionnaires）andqualitativedata（iobiographies）。ThestatisticalpackageSPSSwasusedtoprocessthequaa，andNVivosoftwareassistedinprogqualitativedatafollowianalysisprocedures（Bryman，2008;Tonkiss，2004）。Themodeofdataiionlementary，wherebyeachdatasourddataanalysisaddresseddifferentlyframedresearchquestions（Brannen，2004，2008），butwasalsoginthatdiffereswereectedatthestageofiion（CreslanoClark，2007）。

&SANDDIS

ThefindingsabouttheexistenceofFLAattheresearchsite（ResearchQuestion1），students’aeachers’awarenessofFLA（ResearchQuestion2），as’aeachers’attitudestowardsFLA（ResearchQuestioedsequentiallyinthefollowiions。Iofacilitatetragreferehedata，thefollowingcodesareused:Int=i=autobiography;L=line。Forexample，（Lan，Int，L5）ihereferentheihLahetranscript。Allnamesarepseudonyms。

&enceuageAy

&y-of33statementsontheFLCASweresupportedbymorethahirdofthestudeudy。Inparticular，20ofthese29statemeedbyoverhalfofthestudents（seeAppendixS3），indigthatthestudeedbyawidevarietyofFLA-relatedindioudents，68。7%（n=288）hadscoresof99orabove（i。e。，averagesabove3）andweresideredtobesufferingfromsomedegreeofahisiFLAinthispopulatios，asmeasuredbytheFLCAS，wasveryhedescriptivestatisticsfortheFLeanscoreof108。26，withtheminimumscoreof51andmaximumof163（SD=19。777）。

IodevelopagehelevelofahispopulationinparisonwithotherpopulationsofuudesobtaihepreviousstudieswhichusedtheFLeasurestudents’levelsofayfrom2000onwardswereexamiable3）。

Table3showsthatthemeanFLCASscoreobtaistudywashigherthanthatiudies。Basedonthisobservationonly，itersuasivetocludethispopulatioswasmostanxiousaboutstudyingEnglishparedtootherpopulationsofstudents。Infact，itwasfoundthatthedegreeofagreemeweenreviewerswaslargerwhea-analysisthanwhendoinganarrativerevie;Gambara，2006;p;Rosenthal，1980）。Therefore，ameta-analysiserformedwhiparedthemeanandstaionoftheFLedistudywiththoseiudieswithparabledata。ExceptforthedataiudybyMarasandGarau（2009）aafromtheKoreastakiionKim’s（2009）study，wheretherewerenosignifitdifferend（p。05），themeanFLCASscoresforalloftheotherstudiesweresignifitlylowerthanthatinthisstudy（p