Studies remain controversial concerning how enjoyment, anxiety, and boredom relate to foreign language learning (FLL) achievement. There is an inadequacy of synthesis of factors addressing the debate on emotion correlations in the empirical results. Underpinned by the control-value theory (CVT) of achievement emotions, a meta-analysis is conducted…

Exploring language learners' anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the "Foreign Language Classroom Anxiety Scale" ("FLCAS"), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing…

The introduction and a theoretical summary of language anxiety research (Chapter 1) are followed by four chapters: Chapter 2 presents a meta-analysis of the widely used "Foreign Language Classroom Anxiety Scale"'s (Horwitz, et al., 1986) factorial structure; Chapter 3 reports on a validation study of the Hungarian version of MacIntyre…

Researchers have agreed that language anxiety is situation-specific; however, whether existing instruments measure stable or transient components of this anxiety remains controversial. Therefore, this study examined language anxiety's trait stability and state variability. The results from synthesizing 21 test-retest correlations based on existing…