Research on teaching Persian to Heritage Learners in general and investigating their experience of Foreign Language Anxiety (FLA) in online vs. in-person environment in particular is rare. Thus, this study aims to fill this gap in the literature. In this mix methods study, Foreign Language Anxiety of Heritage learners and Non-Heritage learners of Persian was examined. A sample of 95 students enrolled in first- and second-year Persian courses from two universities in the US participated in this study. A mixed methods research design was employed. The data was collected using two questionnaires: Demographic Information Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), as well as semi-guided interviews. The study was guided by three research questions:
1) What are the foreign language anxiety levels of Heritage learners of Persian?
2) How do the levels of foreign language anxiety for Heritage learners compare to the levels of anxiety found in Non-Heritage learners?
3) How does using in-person classroom vs. virtual mode of learning impact foreign language anxiety of Heritage learners and Non-Heritage learners?
A mixed methods approach using descriptive statistics and qualitative data was used. Findings indicated that in general, the mean anxiety scores for the Heritage learners were lower than the mean anxiety scores for the Non-Heritage, and although the Heritage learners had lower scores on the FLCAS in comparison to the Non-Heritage Learners, they still experienced anxiety. Furthermore, both Heritage learners and Non-Heritage Learners reported higher anxiety levels in online classes compared to in-person classes.

Authors:
Shahla Adel, University of North Carolina at Chapel Hill, United States

About the Presenter(s)
Dr Shahla Adel is a University Assistant Professor/Lecturer at University of North Carolina at Chapel Hill, United States

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