@article{2018,title={THE EFFECT OF SPEAKING ANXIETY ON SPEAKING SELF-EFFICACY OF CHILDREN IN A FLL CONTEXT},abstractNode={Self- efficacy and language anxiety are two major affective factors that affect language learning. There is a plethora of research on learners’ self-efficacy and foreign language anxiety. However, there is limited research investigating the relation between speaking efficacy and speaking anxiety of child foreign language learners. Due to this gap in the literature, the study aims to investigate secondary school students’ (5th and 8th grades) self-efficacy and anxiety in speaking English in relation to gender and age. In addition, it aims to analyze the effect of speaking anxiety on speaking self-efficacy of younger and older child learners.150 students from 5th and 8th grades participated in the study. Using a mixed-method research design both quantitative and qualitative data was gathered for triangulation. Quantitative data was collected via a speaking efficacy scale (Cronbach’s alpha .92), and a speaking anxiety scale (Cronbach’s alpha .91). As the data were normally distributed, parametric tests such as t-test, one-way ANOVA and Pearson Moments correlation analysis were used to analyze quantitative data. Qualitative data was collected via interviews and content analyzed. The results revealed that there is no significant difference between genders in terms of speaking-efficacy and anxiety. Moreover, it was found that younger students have higher speaking self-efficacy beliefs than older students, whereas in terms of speaking anxiety no statistically difference was found. The findings revealed a strong negative correlation between speaking efficacy and speaking anxiety (r= -,656). The results related to anxiety indicate a difference from the previous literature. Thus further studies in a similar context are needed to be conducted for the generalizability of the results. Younger children’s higher self-efficacy beliefs can be attributed to the characteristics of this age group as well as the role of the teacher in stimulating a risk-free environment. The study has implications for language teachers and researchers conducting classroom-research.},author={Esim GÜRSOY-& Necla KARACA},year={2018},journal={International Journal of Language Academy}}