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
Citations
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The Effects of Task-based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students
TL;DR: In this article, a task-based instruction using a digital game in a flipped learning environment (TGF) was developed by integrating three language learning approaches, namely taskbased language teaching, flipped learning, and digital game-based language learning.
Journal ArticleDOI
The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy
TL;DR: This article investigated learning adaptability in the English language academic engagement of 17,341 middle school students from 17 provinces (cities) in China and found that learning adaptality positively predicted English academic engagement, while foreign language anxiety and English learning self-efficacy played separate and sequential mediating roles.
Dissertation
Factors that affect foundation phase English second language learners' reading and writing skills
Journal ArticleDOI
The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners:
TL;DR: The authors evaluated the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy, and found that listening strategies can improve L2 listening comprehension and selfefficacy.
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.