Results 11 to 20 of about 243,423 (261)
Gender differences in foreign language classroom anxiety: Results of a meta-analysis
Studies in Second Language Learning and Teaching, 2022 Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by ...
Katalin Piniel, Anna Zólyomi
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Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands [PDF]
International Journal of Bilingualism, 2016 Aims and objectives: This study examines the language anxiety that occurs in immigrants’ daily lives when speaking the heritage language and the majority language, both in their host country and during visits to their home country. It compares the levels of heritage language anxiety and majority language anxiety
Sevinc, Yesim, Dewaele, Jean-Marc
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Language Anxiety and Foreign Language Teaching [PDF]
Advances in Social Science, Education and Humanities Research, 2015 language anxiety is a significant emotional factor that affects foreign language learners in the classroom and has been increasingly drawing attention in the academic field. Through the introduction of FLCAS in the experimental study on language anxiety, this paper analyzes foreign language learner’s communication fear, test anxiety and negative ...
Huanqi Ji, Xie Zhang
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Are we aware that the students’ well-being and feelings are still kicking?
Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, 2023 The majority of recent research studies show the emotional state of language learners at the onset of the Covid-19 . Although the language students themselves identified issues limiting their learning, such as lack of interaction, lack of motivation and
Cristina Pardo-Ballester
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University Students' Attitudes Toward EMI in the Chinese Mainland: A Study of the Moderating Variables [PDF]
International Journal of TESOL Studies, 2021 In China, while an increasing number of research studies have shed light on English-medium instruction (EMI) at the tertiary level, very few have investigated the influence of EFL learners’ negative emotions (e.g., anxiety) on their attitudes toward EMI.
Wei Zhu
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The use of gaming technologies in foreign language classes as a way to prevent and correct language anxiety [PDF]
SHS Web of Conferences, 2021 The paper looks into the problem of finding methods and educational technologies that reveal the creative potential of students, ensure their involvement in the educational process, and ensure the prevention and correction of psychological problems the ...
Sorokoumova Galina V. +4 more
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Dynamic properties of language anxiety
Studies in Second Language Learning and Teaching, 2020 This article begins by examining previous empirical studies to demonstrate that language anxiety, or the negative emotional reaction learners experience when using a second language (MacIntyre & Gardner, 1999), is a dynamic individual difference learner ...
Tammy Gregersen
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The Interplay between Language Anxiety, Locus of Control and Language Proficiency in Online Classes: The Case of EFL Learners [PDF]
Journal of English Language Pedagogy and Practice, 2022 The present study investigated the interplay between language anxiety, locus of control, and language proficiency of EFL students in online classes. The participants of the study were 67 upper-intermediate students between 18 to 30 years old and were ...
Hossein Mirzaie, Rahman Sahragard
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International Social Sciences and Humanities, 2022 English as lingua franca has aroused the demand to include English in early childhood education curriculum, while most of the teachers experienced English Language Anxiety symptoms. In PAUD J, English material had been delivered to the students but the practice itself needs a lot of improvements.
Hanafi Hanafi, Asti Bhawika Adwitiya
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Integrative motivation and global language (English) acquisition in Poland
Studies in Second Language Learning and Teaching, 2012 This study investigated the consistency of a measure of integrative motivation in the prediction of achievement in English as a foreign language in 18 samples of Polish school students.
Robert C. Gardner
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