Journal ArticleDOI
Foreign Language Classroom Anxiety
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TLDR
In this paper, anxiety is defined as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system, which impedes the ability to perform successfully in a foreign language class.Abstract:
teachers of foreign languages. Many people claim to have a mental block against learning a foreign language, although these same people may be good learners in other situations, strongly motivated, and have a sincere liking for speakers of the target language. What, then, prevents them from achieving their desired goal? In many cases, they may have an anxiety reaction which impedes their ability to perform successfully in a foreign language class. Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.2 Just as anxiety prevents some people from performing successfully in science or mathematics, many people find foreign language learning, especially in classroom situations, particularly stressful.read more
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Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture
TL;DR: As multi/plurilingual research advances understandings of plurilingual speakers' fluid language use, particularly in multilingual settings, new research methods and pedagogical orientations that ad...
Motivation to Speak English: A Self-Determination Theory Perspective.
Ali Dincer,Savaş Yeşilyurt +1 more
TL;DR: This article investigated the relationship between English as a foreign language (EFL) learners' motivation to speak, autonomous regulation, autonomy support from teachers, and classroom engagement, with both quantitative and qualitative approaches.
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The Effect of Metacognitive Strategy Instruction on Listening Performance, Metaconitive Awareness and Listening Anxiety of Beginner Iranian EFL Students
TL;DR: In this article, the authors investigated the effect of metacognitive strategy instruction on the listening performance, metACognitive awareness, and listening anxiety of EFL beginner students, who were 65, male and female, Iranian beginner EFL students, studying English translation and teaching in University of Zabol, Iran.
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Effects of prior knowledge on learning performance and anxiety in an English learning online role-playing game
Jie Chi Yang,Benazir Quadir +1 more
TL;DR: The results suggest that a contextual game-based learning environment can be exploited as a useful tool to support language learning; however, the learning performance and anxiety created by the environment were affected to varying degrees by the levels of students’ prior knowledge.
Journal ArticleDOI
Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance:
TL;DR: The authors examines a method which can be used by instructors pursuing innovative methods for language teaching, which expands learners' motivation in second language learning. Computational thinki cation is used in this paper.
References
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Journal ArticleDOI
Formal and Informal Linguistic Environments in Language Acquisition and Language Learning.
TL;DR: In this article, evidence is presented to support the hypothesis that informal and formal environments contribute to different aspects of second language competence, the former affecting acquired competence and the latter affecting learned competence, and a distinction must be made between informal environments in which active language use occurs regularly and those in which language use is irregular.