This study sought to explore the possible relationship between reading anxiety and reading proficiency and also between reading anxiety and language learners’ use of reading strategies. The majority of studies on language anxiety have been quantitative to date. This study was conducted in two phases. The first phase was quantitative, and the second consisted of a series of case studies using in...

This study used an online second language (L2) vocabulary lesson to evaluate whether the physical body (i.e., embodiment) of a robot tutor has impact on how learner learns from robot. In addition, we tested individual differences in attitudes toward robots, first impressions robot, anxiety learning L2, and personality traits may be related L2 learning. One hundred Turkish-speaking young adults ...

the study was conducted with the aim of examining the rate of foreign language anxiety in male and female language learners. flcas (foreign language classroom anxiety scale) was administered to two groups of male and female learners. the mean scores of flcas indicated a significant difference with females having considerably higher levels of anxiety than males. from 38 female learners, 22 were ...

Abstract Second language (L2) anxiety is the most studied affective factor in field of second acquisition. Numerous studies have been conducted on this emotion from different perspectives over last few decades. These can be classified into three groups. The first group has tried to conceptualize and operationalize L2 identify components or dimensions construct (e.g., Cheng, 2004; Horwitz et al....

fluency in a second language (l2) involves a quintessentially cognitive processing system that operates quickly and effectively. the perceived importance of researching fluency through a psycholinguistic lens has motivated the related l2 research to resort to current cognitive speaking-specific models. this study, drawing on levelt’s (1999a) psycholinguistic model, probed the deficiency sources...

This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary a...