This study aimed to investigate the latent constructs in the Foreign Language Classroom Anxiety Scale using a research context of Japanese undergraduates who learn English as a foreign language. The study conducted both exploratory and confirmatory factor analysis against two different groups of Japanese undergraduate students. First, exploratory factor analysis was used to extract factors from...

Demotivating factors can negatively influence the learners’ attitudes in learning English language. In the present study, demotivating factors and the strategies used to reduce demotivation among Iranian EFL learners were explored through both qualitative and quantitative research methods. İn the qualitative part of the study, semi-structured interviews including two main open-ended questions w...

Abstract In spite of their pivotal role in language learning, psychological variables involved learning have received less attention empirical research. Therefore, this paper tried to inspect the effects interventionist DA, interactionist and non-DA on EFL students’ SAF, FLCA, FLLM. To achieve goal, 78 respondents were chosen randomly separated into three groups: EG1 (interactionist DA), EG2 (i...

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to and Negative Emotions (Dewaele & Li, 2020). A growing number of scholars begin study learners’ a more holistic perspective. present investigated the levels sources foreign enjoyment (FLE) classroom anxiety (FLCA) 231 Chinese EFL undergraduates with intermediate l...

Since the English language has become a prerequisite for entering most domains, some students are nowadays enrolled in EFL classes, be them face-to-face or online. However, they face obstacles that impede their learning process. Foreign Language Anxiety is one of these. Therefore, purpose this study to compare anxiety levels Moroccan university experience two different environments (face-to-fac...