The correlation between foreign language anxiety and career preparedness among final year students of the hospitality management study program
DOI:
https://doi.org/10.24036/jelt.v15i1.7Keywords:
Foreign language anxiety , career preparedness , hospitality students , and final year studentsAbstract
Foreign language anxiety is one of the psychological factors that students often experience in their learning and using the English language, especially in their professional life in the hospitality field, where the use of English as a medium of communication is crucial. The students in this field may experience foreign language anxiety, which can affect their career preparedness to enter the workforce. The objective of this research was to examine the relationship between Foreign Language Anxiety (FLA) and Career Preparedness among final-year students in the Hospitality Management Study Program at Universitas Negeri Padang. The research design used in this study was a quantitative research design with a correlational research design. The participants in this research consisted of 37 final-year students in the Hospitality Management Study Program at Universitas Negeri Padang using purposive sampling. Two questionnaires on foreign language anxiety and career preparedness were used as research instruments in this study. The data analysis method used in this research was Pearson Product-Moment Correlation. Descriptive statistics revealed that students experienced a moderate level of foreign language anxiety (M = 47.08, SD = 14.91) and a moderate level of career preparedness (M = 56.16, SD = 10.92). The results show that there is a significant moderate negative correlation between the variables (r = –0.436, p = 0.007), which means that students who experience high levels of foreign language anxiety tend to have low levels of career preparedness.
References
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480.
Bandura, & Albert. (1997). Self-efficacy.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Guilford, J. P. (1956). Fundamental statistics in psychology and education (3rd ed.). McGraw-Hill.
Horwitz, E. K. ; H. M. B. ; C. J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 125–132.
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122.
Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36–49.
MacIntyre, P. D. (2017). An overview of language anxiety research and trends. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety (pp. 11–30). Multilingual Matters.
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85–117.
Ristimäki, H. L., Tiitinen, S., Juvonen-Posti, P., & Ruusuvuori, J. (2020). Collaborative decision-making in return-to-work negotiations. Journal of Pragmatics, 170, 189–205.
Sung, Y., Turner, S. L., & Kaewchinda, M. (2013). Career Development Skills, Outcomes, and Hope Among College Students. Journal of Career Development, 127–145.
Tymon, A. (2013). The student perspective on employability. Studies in Higher Education, 38(6), 841–856.
Yorke, M. (2006). Employability in higher education: What it is – what it is not. Higher Education Academy.
Zhang, L. J., & Tsung, L. (2021). Language anxiety and career readiness in EFL contexts. Journal of Language, Identity & Education, 20(5), 305–319.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Esteralda Sagala, Syafitri Ramadhani (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
