This study aims to investigate the foreign language anxiety (FLA) level among learners of German as a and discover relationship between FLA students’ variables that are gender, year study, achievement in classes, experience staying Germany for more than six months, weekly contact hours, course load term. The used quantitative research method using survey approach. Foreign Language Classroom Anx...

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students relationship between FL achievement. Changes in across groups three years were also examined. A total 631 (324 male, 307 female) aged 9–11 completed Foreign Language Classroom Anxiety Scale (FLCAS) that measured students’ anxiety. Our participants’ achievements as by low-st...

This paper reports on the adaptation of a well-established foreign language anxiety scale for use in the Hungarian EFL setting; furthermore, the validation procedures aimed at testing the psychometric properties of the new instrument. Horwitz, Horwitz and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) was adapted using the method of multiple translators and back translation, and...

Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it essential for teachers consider preferences strategies.
 Purpose. This quantitative study aimed investigate the Thai as a foreign (TFL) learners ten commonly discussed types OCF. Specifically, examined whether th...

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety boredom), their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students China. Pearson correlation analyses showed significant correlations CE, emotions...