01701nas a2200241   4500000000100000008004100001260007600042653001200118653002100130653002000151653001600171100002700187700002700214700002600241700002600267700002400293245010800317300001200425490000700437520098700444022001401431020001401445       2015                            d  c07/2015bSociedad Española para el Estudio de la Ansiedad y el Estrés10aAnxiety10aenglish learning10afactor validity10ahigh school1 aEnrique Riquelme-Mella1 aEdgardo Miranda-Zapata1 aLisby Moncada-Retamal1 aPaola Muñoz-Yévenes1 aCarlos Valdés-Cruz00aFactor validity of the Foreign Language Classroom Anxiety Scale (FLCAS) in Chilean high school students  a169-1790 v213 aA Confirmatory Factorial Analysis of the Foreign Language Classroom Anxiety Scale (FLCAS) in high school Chilean students was performed. Factorial models proposals by Pérez-Paredes and Martinez-Sanchez (2001) [Model 1] and by Arnaiz and Guillén (2012) [Model 2] were analyzed. Nine hundred and seventy one high school students from Temuco, Chile, participated in the study. The ages fluctuated between 13 and 19 years old ( M = 15.3; SD = 1.2); 58.7% were boys and 41.3% girls. Model adjustment was tested, as well as the instrument s reliability and the temporal stability. Results indicated an adequate adjustment for Model 1 ( X² = 1209.292; df = 246; CFI = .937; TLI = .930; RMSEA = .064); an adequate internal consistency, shows metric invariance between men and women, and presents stability in the test-retest. The instrument allows knowing the global level of anxiety in foreign language students, being a valid and reliable tool for teachers to support English learning.  a1134-7937  a2174-0437