Although researchers have found strong relationships between first language (L1) skills and second language (L2) anxiety, less is known about how L1 skills in primary school impact L2 anxiety years after L1 has been acquired. Previous research lacked evidence for the mediating role of L2 aptitude and L2 achievement in the relationship. This study…

This book traces and summarizes theoretical insights and empirical findings on the topic of whether or not anxiety for language learning could be a causal variable for individual differences in language learning. The author brings together three decades of research to show that first language (L1) skills and second language (L2) aptitude are…

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…

This study aimed to (a) explore the perceived levels of English language self-efficacy, enjoyment, and anxiety among EFL learners and (b) test a hypothesized model investigating their interrelations and potential predictive effects on English Language Achievement (ELA). Using a quantitative, non-experimental correlational design, data were…

The aim of this study was to explore the connection between students' anxiety levels during language classes and their performance on English achievement exams. A random sampling method was employed to select participants. Students' levels of foreign language classroom anxiety were measured using the Foreign Language Classroom Anxiety Scale, a…

The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class,…

Despite the increasing empirical research on the psychological dimensions of language learning, Foreign Language Learning Anxiety (FLLA) remains comparatively underexplored, particularly in subject-specific academic contexts. This mixed-methods case study investigates FLLA among English as a Foreign Language (EFL) learners in British literature…

This study investigated the relationship between Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), Out-of-Class Foreign Language Use (OCFLU) and learner factors (FL and FL proficiency level). Participants were 611 foreign language (FL) learners aged 16-72 at Spanish Official Language Schools. An online questionnaire was…

This article reports on a study exploring the associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback (CF) in the acquisition of the English past tense. One hundred and two middle school English as a foreign language (EFL) learners responded to the Foreign Language Classroom Anxiety Scale…

Speaking in a second/foreign language, especially in English, is one of the most anxiety-provoking tasks for language learners. Anxiety provoked while speaking in a second language distresses the learners and further affects their oral proficiency in English. This article focuses on investigating the presence of anxiety among (n = 86) first-year…

Building on situated emotion framework, this study examined the variations in foreign language (FL) enjoyment, anxiety, boredom, and burnout between urban and rural students in China. The sample included 1,455 urban (55.6% male) and 546 rural students (53% male) (M[subscript age] = 15.41). Data were gathered through self-administered…

Foreign language anxiety (FLA) has extensively been reported to interfere with second language learning and performance. To mitigate anxiety, researchers have called for the inclusion of technology into foreign language classes and providing learners with corrective feedback on their performance. One factor that may affect the comprehensibility of…

Foreign language anxiety (FLA), whose impact is often negative on learners' cognitive processing, happens when a learner pursues a foreign language as a non-native speaker. This study aimed to investigate anxiety in learning English as a foreign language and its influence on learners' cognitive processes. The sample comprised graduate and…

This research aimed at investigating the anxiety levels affecting the English speaking ability of university students at a public university in the northeast region of Thailand as well as exploring the factors influencing such anxiety levels. The researchers employed a purposive sampling technique for the data collection by distributing 102…

This study explores what young Danish learners found anxiety-provoking or difficult in their English as a foreign language (EFL) classes. Participants (n = 32) were early and later starters (ages 8 years vs. 10 years) at two primary schools where children were not assessed in English. The qualitative inquiry aimed to examine what differences…