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The Merit of Grit and Emotions in L2 Chinese Online Language Achievement: A Case of Arabian Students
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Xian Zhao; Peijian Paul Sun; Man Gong – International Journal of Multilingualism, 2024
The COVID-19 pandemic has provided second language (L2) learners with additional challenges regarding how to obtain an enjoyable experience while achieving a better learning attainment. Despite a growing body of studies that substantiated the predictive effect of grit, foreign language enjoyment (FLE), and foreign language classroom anxiety (FLA)…
Descriptors: Chinese, Second Language Instruction, Second Language Learning, Academic Persistence
Can Ambiguity Tolerance, Success in Reading, and Gender Predict the Foreign Language Reading Anxiety?
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Genç, Gülten – Journal of Language and Linguistic Studies, 2016
The present study focuses on the relationship between reading anxiety and ambiguity tolerance of 295 Turkish EFL learners of English (180 females, 115 males). Data were collected using the Turkish version of FLRAS and SLTAS in 2015-2016 academic year. The overall design of the study was based on the quantitative research method. Data were…
Descriptors: Foreign Countries, Correlation, Anxiety, Reading Skills
Differences in Language Performance among High-, Average-, and Low-Anxious College Foreign Language Learners.
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Ganshow, Leonore; And Others – Modern Language Journal, 1994
The native oral and written language and foreign language aptitude of students with different levels of anxiety were examined using the Foreign Language Classroom Anxiety Scale. One finding was that "language variables" discriminate high- from low-anxiety students despite similarities in cognitive ability and overall academic achievement…
Descriptors: Academic Achievement, Anxiety, Comparative Analysis, Higher Education