This paper reports an approximate replication of Matsuda and Gobel (2004) for the psychometric validation of the Foreign Language Reading Anxiety Scale (FLRAS). Their study examined the structural aspects of the FLRAS developed by Saito, Horwitz, and Garza (1999). The results showed that the FLRAS measured three different subcomponents of foreign…

Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…

The present investigation explores Cognitive Test Anxiety (CTA) in a high-stake oral examination, taking into consideration how face-to-face and computer-based examination formats affect test-takers' anxiety and consequently language performance. Two speaking tests -- face-to-face and computer-based -- were developed for a Spanish university's…

This study examines how foreign language anxiety (FLA) and proficiency relate to second language (L2) utterance fluency during a final oral exam. Thirty-eight learners of Spanish (L1 English) completed unplanned narratives that were coded for ratio and length of pauses between and within Analysis of Speech Units, mean length of run, phonation-time…

Oral testing administration plays a significant role in foreign language programs aiming to foster the development of students' speaking abilities. With the development of language teaching software, the use of computer based recording tools are becoming increasingly used in language courses as an alternative to traditional face-to-face oral…

Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and…

The construct of anxiety has been captivating the interest of SLA [second-language acquisition] researchers for a long time. Numerous observations show that most individuals experience anxiety when learning a foreign language (FL) and using it, both in classroom and real-life contexts, though to a different extent. An analysis of studies conducted…

No empirical studies exist comparing the effectiveness of the two prevalent foreign language methodologies, Communicative Language Teaching (CLT) and Teaching Proficiency through Reading and Storytelling (TPRS), at helping students achieve second language acquisition. In turn, the purpose of this quantitative, quasi-experimental study was to…