This article critically reviews the literature that examines the anxiety phenomenon in the field of second/foreign language learning. A major theme that runs through this review is how anxiety comes into play in second/foreign language learning, and whether it is a central construct or only an add-on element that is negligible. Anxiety is defined and described in how it is measured and relates ...

This study aims to investigate the relationship between emotional intelligence (EI), foreign language anxiety (FLA), and demotivational factors (DF) at a foundation university in Istanbul, Turkey. 148 B1 (intermediate level) students enrolled English preparatory school participated this study. Data were collected from Turkish-adapted version of Emotional Intelligence Quotient Inventory (EQ-i), ...

Levi McNeil, Sookmyung Women’s University Previous research suggests that the affordances (van Lier, 2000) of asynchronous computer-mediated communication (ACMC) environments help reduce foreign language anxiety (FLA). However, FLA is rarely the focus of these studies and research has not adequately addressed the relationship between FLA and the affordances that students use. This study explore...

This research aims to investigate the level of language anxiety among Arabic as a Foreign Language students at Universiti Teknologi Mara (UiTM), focusing on following variables: for in general and differences levels between with an academic background learning no prior experience Language. The study sample includes 149 students, including 73 from Faculty Business Management, 38 Health Sciences,...

Foreign Language Enjoyment (FLE) and Classroom Anxiety (FLCA) are a Janus-faced concept (Dewaele & MacIntyre, 2014). This study adopted mixed-method approach to investigate how FLE interacts with FLCA predict be predicted by (FL) achievement among 589 undergraduate learners of English as foreign language (EFL) at key non-key university in Northwest China. Participants reported more than FLC...

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statisti...

Abstract This study aims to investigate the level of students' anxiety and determine teacher's strategies for reducing levels. Foreign Language Classroom Anxiety Scale (FLCAS) semi-structured interviews were used levels teachers' anxiety. The result showed that students’ was at middle level, with a mean score 108.61. Therefore, teachers should employ various strategies, namely establishing secu...

It is clear that children acquire their first language without explicit learning. A foreign or second language is usually learned but to some degree may also be acquired or “picked up” depending on the environmental setting. So, this article mainly discusses the linguistic environmental setting for foreign language acquisition. It suggested that we should make an effective linguistic environmen...

The main purpose of this study is to test whether students’ performance in official language tests the university context influenced, apart from anxiety, by certain personality traits. A sample 394 students Spain were assessed academic using Test English for International Communication: Listening and Reading (TOEIC L&R), Foreign Language Anxiety Spanish version Classroom Scale (FLCAS), Anxi...