Results 91 to 100 of about 10,713,605 (275)

Gestione di ansia e gioia nell’apprendimento della lingua straniera: una questione di genere?

Romanica Cracoviensia
Learning foreign languages evokes contrasting emotions: anxiety (Foreign Language Anxiety, FLA) and enjoyment (Foreign Language Enjoyment, FLE), influencing students’ educational experiences.
Valentina Elmetti Taşkavak
doaj   +1 more source

THE EXPLORATION OF FACTORS TRIGGERING FOREIGN LANGUAGE ANXIETY: LEARNERS' VOICE

TEFLIN Journal, 2008
This article presents the findings of a study looking at the factors which learners believe have contributed to their anxiety in their foreign language learning. A questionnaire with a three-point Likert scale was developed and used as the means for data
Andi Marwan
doaj   +1 more source

Communicative Drills: The Impact of Communicative Intent on Oral Proficiency

TESOL Quarterly, EarlyView.
Abstract This exploratory study investigated the role of communicative intent in second language (L2) oral practice by comparing communicative and meaningful drills. English language learners played a game designed to elicit repeated use of the second conditional.
Jonathan Serfaty
wiley   +1 more source

An interview study of inter-ethnic contact and its role in language learning in a foreign language environment. [PDF]

, 2007
The research reported in this paper investigates what types of inter-cultural contact Hungarian schoolchildren have, what kind of language-related attitudes they can give account of and how they see the role of contact situations in affecting their ...
Csizér, Kata, Kormos, Judit
core   +3 more sources

Interactions between age to start learning English, high school, and language proficiency on EFL graduate students' anxiety

Acta Psychologica
Foreign language anxiety (FLA) has been studied in relation to extra-lingual factors. However, little attention has been focused on some modulatory factors such as age to start learning a foreign language (ASLFL), high school (HS), and language ...
Mailing Tang, Hongli Zhou
doaj   +1 more source

Learning Anxiety in the Language Classroom

Glottodidactica, 2006
It has generally been acknowledged that anxiety is an affective factor that plays a significant role in any learning. A highly specific type of anxiety, foreign language classroom learning anxiety, has been distinguished and recognised as quite common ...
Jerzy Zybert
doaj   +1 more source

“Your English Sounds Almost British”: Everyday Linguicism and Racialized Subjectivity of an International Student in Hong Kong

TESOL Quarterly, EarlyView.
Abstract This article examines how everyday linguicism and racism shape the academic and social experiences of international students in Hong Kong, focusing on the racialized subjectivity of a South Asian graduate student. Although research on international students has mainly focused on Western higher education, little attention has been paid to the ...
Pramod K. Sah
wiley   +1 more source

Foreign language anxiety in English language learning

, 2020
Bu çalışma, yabancı dil kaygısı sorununu hem yabancı dil öğrencilerinin hem de öğretmenlerinin bakış açısından inceleyerek literatüre katkı sağlar. Bu çalışma aynı zamanda hazırlık okulu öğrencilerinin İngilizce derslerindeki yabancı dil kaygılarının sebeplerini ortaya çıkarmayı ve hazırlık okulu öğrencilerinin yabancı dil kaygısını azaltmanın veya bu ...
openaire   +1 more source

Implementing Argument‐Based Validity in Second Language Research on Individual Differences

TESOL Quarterly, EarlyView.
Abstract Quantitative meta‐syntheses focusing on the psychometric properties of measurement tools in second and foreign language (L2) individual differences (ID) research have drawn scholars' attention to the quality of data collection instruments (Plonsky & Derrick, 2016; Sudina, 2023).
Katalin Piniel, Ekaterina Sudina
wiley   +1 more source

Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective

TESOL Quarterly, EarlyView.
Abstract Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction ...
Xuejun Ye, Guangwei Hu
wiley   +1 more source