The learning of a second language is distinct from other types of learning, and involves a complex interplay of cognitive, affective, motivational, and emotional factors. Two important factors are language mindsets, the beliefs that learners hold regarding their language learning ability, and foreign language anxiety, the language…

While foreign language anxiety has received abundant empirical attention, its relationship with foreign language enjoyment and specific language skills is not clearly understood. The present study explores the relationships between Chinese EFL learners' foreign language listening anxiety (FLLA), foreign language enjoyment (FLE), and listening…

This study explored how foreign language anxiety in class relates to individualism-collectivism culture. Additionally, to serve as a guideline for foreign language anxiety assessment, the study determined a normative score of the Foreign Language Classroom Anxiety Scale (FLCAS), which is well known and frequently applied for foreign language…

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)…

Dewaele and MacIntyre. [2016. 'Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner.' In "Positive psychology in SLA," edited by T. Gregersen, P. D. MacIntyre, and S. Mercer, 215-236. Bristol: Multilingual Matters] asserted that foreign language classroom anxiety (FLCA) and…

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vrsac and Teacher Training Faculty in Belgrade (Vrsac campus). Both quantitative and qualitative…

This paper reinforces the importance of third language acquisition research in a multilingual context focusing on language experience, vocabulary learning strategies, emotional self-regulation strategies, and language anxiety. This study explored three languages: Chinese, Korean, and Vietnamese, to know if there are significant relationships…

The study aimed to investigate the effects of Reader's Theater on EFL learners' English reading comprehension. The roles of English learning anxiety and learning styles in the RT instruction were also explored. Mixed methods research was conducted to collect and analyze quantitative and qualitative data. The subjects were 11 graders in a senior…

When COVID-19 was declared a pandemic, the education sector soon faced the unprecedented challenge of moving courses online within no time. The rapid implementation of emergency remote teaching (ERT) led to students and teachers alike being thrown into an emotional terra incognita. This paper sets out to explore if foreign language (LX) grit,…

As part of a larger study on individual differences and language learning in Turkey, this study explores the relationship between foreign language anxiety and two operationalisations of multilingualism: any experience with a third language and Perceived Positive Language Interaction; it also illuminates connections among the aforementioned…

This study investigated the relationships between the social anxiety, social class and listening-test anxiety of students learning English as a foreign language. The aims of the study were to examine the relationship between listening-test anxiety and listening-test performance. The data were collected using an adapted Foreign Language Listening…

This quasi-experimental study investigated the effects on learner anxiety of anxiety-reducing strategies utilized by English as a foreign language (EFL) teachers in Saudi Arabia. The study was conducted in two stages. In the first stage, sources of foreign language (FL) anxiety for Saudi learners of English (N = 596) were identified using The…

This study investigated the level of foreign language anxiety in the classroom, plus the correlation between foreign language anxiety and cooperative learning attitudes and practice among university students at one university in the United States and three universities in Southern Taiwan. Two instruments (The Foreign Language Classroom Anxiety…

This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered…

This study was designed in order to investigate two potential sources of the anxiety of Turkish learners of English in oral practice:1) an individual student's fear of negative evaluation, and 2) his/her self-perceived speaking ability. A total of 55 first year students enrolling in Anadolu University, Education Faculty, ELT Department…