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The Application of Eye Movement Desensitization and Reprocessing Treatment (EMDR) on Adults with Foreign Language Anxiety
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Toprak-Yildiz, Tugba Elif; Colak, Tugba Seda; Koc, Mustafa; Dusunceli, Betul – Language Learning in Higher Education, 2021
The present study aimed to apply Eye Movement Desensitization and Reprocessing (EMDR) treatment to foreign language (FL) anxiety, a complex and multidimensional phenomenon that has been found to exert profound effects on many aspects of FL learning and performance. EMDR originally emerged as a treatment for post-traumatic stress disorder (PTSD),…
Descriptors: Eye Movements, Intervention, Anxiety, Second Language Learning
Investigating Chinese University Students' Foreign Language Enjoyment and Anxiety in the EFL Class
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Huashan Wu – Language Learning in Higher Education, 2024
Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety…
Descriptors: Undergraduate Students, Anxiety, Psychological Patterns, Second Language Learning
Learner Autonomy and English Achievement in Chinese EFL Undergraduates: The Mediating Role of Ambiguity Tolerance and Foreign Language Classroom Anxiety
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Chen, Lilan – Language Learning in Higher Education, 2023
For Chinese EFL students, learning English has always been a great challenge, and research has shown that cognitive and affective factors increasingly become important issues in the field of foreign language learning and teaching (Naderifar and Esfandiari 2016). This study is designed to investigate the relationship between learner autonomy,…
Descriptors: Foreign Countries, Undergraduate Students, English (Second Language), Second Language Learning
Cognitive Test Anxiety in High-Stakes Oral Examinations: Face-to-Face or Computer-Based?
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Andujar, Alberto; Cruz-Martínez, Maria Soledad – Language Learning in Higher Education, 2020
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…
Descriptors: Test Anxiety, High Stakes Tests, Verbal Tests, Computer Assisted Testing