Learning  a  foreign  language  has  been  related  with  some  kind  of  knowledge  of  language learning strategies on the one hand, and some level of (test-taking) apprehension or tension on the other although a small amount of anxiety is normally expected as a natural warning symptom.  The  current  study  aimed  at  investigating  the  relationship  between  listening strategy  use,  test ...

Abstract The present study was an attempt to investigate the relationship between EFL learners’ anxiety and writing complexity. For the purpose of the study, 70 female learners, between 17 and 24 years old (mean=20) from Najm language school in Tehran participated in the study. The participants’ level of anxiety was measured using Horwitz, Horwitz, and Cope’s Anxiety Questionnaire (1986) and th...

Survival in a dangerous environment requires learning about stimuli that predict harm. Although recent work has focused on the amygdala as the locus of aversive memory formation, the hypothalamus has long been implicated in emotional regulation, and the hypothalamic neuropeptide orexin (hypocretin) is involved in anxiety states and arousal. Nevertheless, little is known about the role of orexin...

Understanding memory processes in social anxiety is important because these individuals often report negative memories of anxiety-provoking situations and because of the recent emphasis on learning and memory in models of anxiety. The authors examined the effect of learning on memory for negative social, positive social, and nonsocial information using the retrieval-induced forgetting paradigm ...

On-line learning is an asynchronous computer-based learning mode that allows learners to learn anytime and anywhere in their own environment using information and communication technology. It can be considered as a way to bridge the digital gap. How a computer novice performs in such virtual and asynchronous learning environments is an interesting issue in human–computer interaction research. T...

Statistics anxiety describes the apprehension that occurs when an individual is exposed to statistics content or problems and instructional situations, or evaluative contexts that deal with statistics. As statistics-anxious individuals always experience anxiety when doing statistics, statistics anxiety describes an enduring, habitual type of anxiety (Onwuegbuzie and Wilson, 2003; Macher et al.,...

In this paper I examine the learning dynamics of three collaborative, e-learning continuing professional development groups specifically he degree of complexity, harmony and diversity in them. Two of the groups worked harmoniously, and successfully produced a collective end product. The other group exhibited extreme anxiety and division, and required extra resources from its members in order to...

OBJECTIVE Approximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. This paper proposes a...