A large percentage of the population has a severe anxiety when it comes to public speaking. However, the current research shows that there are ways both instructor factors and classroom factors can be altered to make an individual less anxious about public speaking scenarios. This study seeks to understand the effects of classroom community and instructor nonverbal immediacy on public speaking ...

Social constructivist approaches to learning, based on the work of Vygotsky and others, are gaining momentum in the field of second and foreign language learning. However, social constructivist rhetoric often seems remote and even irrelevant to practicing teachers. In this paper, we will briefly explain the constructivist approach to teaching reading to students of English as a foreign language...

This review surveys research on second language vocabulary teaching and learning since1999. It first considers the distinction between incidental and intentional vocabulary learning.Although learners certainly acquire word knowledge incidentally while engaged in variouslanguage learning activities, more direct and systematic study of vocabulary is also required.There is a discussion of how word...

Although foreign language anxiety, considered as one of the most important negative factors affecting students' performance, has been receiving interest from researchers for decades, literature suggests only limited number studies which ground on dynamic approaches to explore elusive nature anxiety. Mainly focussing effects error correction, native/non-native teacher instruction and presence a ...

This study aimed to examine the factors affecting foreign language anxiety (FLA) in Chinese tertiary EFL classrooms. adopted a descriptive case design involving 490 students from one public university China. Data were collected via self-reported questionnaire and semi-structured interviews. The findings reported moderate level of FLA among students. Internal external affected student’s FLA, inc...