Foreign language learning in classroom settings has long been found to be associated with anxiety. Though it is known that sources of foreign language anxiety are varied, whether anxiety is related to learners' inherent beliefs about language learning is understudied. To this end, the present study examines the possible relationship between…

This study examined the effect of anxiety reduction sessions conducted in English as a foreign language (EFL) classrooms. EFL anxiety reduction sessions were developed based on two assumptions derived from a rational emotive therapy approach. The sessions consisted of three methods: (a) cognitive-affective talk, (b) reflective self-talk, and (c)…

This study investigates the role of typed synchronous computer-mediated communication (SCMC) on learners' foreign language anxiety and output quantity. Sixty-one beginner French learners participated in the study. In the first session (group 1: SCMC, group 2: face-to-face [FTF]), participants learned new vocabulary and the present tense forms of…