A Review of the Effectiveness of Foreign Language Enjoyment and Foreign Language Classroom Anxiety on Learners' Engagement and Attainment [PDF]
Frontiers in Psychology, 2021 Cognitive factors are not the fundamental determinants of success in language learning. Foreign language attainment depends on both cognitive and affective factors, highlighting the deeper impacts of the former.
Jingping Shen
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International Journal of Emotional Education, 2022 Whereas the role of anxiety and enjoyment in predicting learning outcomes is well documented in the literature, the role of these two emotion dimensions in predicting perceived sense of classroom community is rarely discussed in the literature despite ...
Alberth
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Understanding L2 willingness to communicate: the interplay of growth mindset, foreign language enjoyment and anxiety [PDF]
BMC PsychologyThis study investigated how growth language mindset, foreign language enjoyment, foreign language classroom anxiety, and perceived EFL teacher support jointly shape L2 willingness to communicate among Chinese university students.
Tingting Zhang +2 more
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EXPLORING THE RELATIOSHIP BETWEEN LANGUAGE LEARNING BELIEFS AND FOREIGN LANGUAGE CLASSROOM ANXIETY [PDF]
Istraživanja u Pedagogiji, 2020 Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in ...
Radmila Palinkašević, Jovana Brkić
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Reducing anxiety in the foreign language classroom: A positive psychology approach [PDF]
System, 2021 This paper reports on a study that took a positive psychology approach to foreign language anxiety reduction. More specifically, it investigated whether reminiscing about language achievements could effectively diminish the learners’ foreign language classroom anxiety. It also explored the patterns nested in the reminiscing process.
Yinxing Jin +2 more
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The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency [PDF]
Frontiers in Psychology, 2022 Meihua Liu, Liu Meihua
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Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context [PDF]
Frontiers in Psychology, 2021 Meihua Liu, Liu Meihua
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Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors [PDF]
Frontiers in Psychology, 2020 Yinxing Jin +2 more
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A Study of Chinese University EFL Learners' Online English Classroom Anxiety and Listening Anxiety [PDF]
International Journal of TESOL Studies, 2021 The present study examined Chinese university EFL (English as a foreign language) undergraduates’ classroom anxiety and listening anxiety in online English language classrooms.
Zhangwei Chen, Jingxuan Ren
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Bridging foreign language classroom anxiety to Thai students' Chinese language success
Acta PsychologicaHorwitz's Foreign Language Classroom Anxiety Scale (FLCAS) is the most frequently used scale for investigating learners' anxiety in the foreign language classroom. Variations in cultural contexts and divergent analytical methods have resulted in notable differences in the FLCAS constructs and corresponding items across numerous studies.
Li Pan, Huiqin Luo, Xianyue He, Yan Ye
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