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Partits
&icludedbothEFLstudentsandteaapubliiversityiherewere419non-English-majorstudentpartits（162maleand257female）whoenrolledinaBasiglishLevel2course.Thesestudentsfiveschools（i.e.，BusinessAdministration，AgandFinanidDevelopmentStudies，EiationSystems，andPolitiics）.Theirbadinformatioable1.
Table1.BadInformatioits
&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
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