Psychometric Properties of the Short-Form Foreign Language Classroom Anxiety Scale

This study examined the reliability and validity of the Short-Form Foreign Language Classroom Anxiety Scale (S-FLCAS) for measuring anxiety among learners of English as a foreign language. Data were collected from first-year undergraduate students enrolled in a required English course. Test-retest reliability and internal consistency were used to assess the S-FLCAS’s reliability, while its validity, encompassing construct, convergent, discriminant, and predictive, was evaluated for its effectiveness in measuring language anxiety. The results indicated that the S-FLCAS possessed acceptable test-retest reliability and strong internal consistency. Furthermore, validity analyses provided evidence of both convergent and discriminant validity and supported a one-factor model. A significant negative correlation was observed only between the S-FLCAS scores and the General English Proficiency Test listening scores. These findings offer both pedagogical and theoretical implications for language anxiety research.