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,…

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 study aims to measure the effect of Task-based language teaching on grammatical achievement and the motivation of EFL learners at Dong Nai Technology University. The research will conduct a quick grammar test to administer 48 students at the school to achieve this goal. After sitting the test, the learners will undergo a 6-week course applying…

This paper examines a method which can be used by instructors pursuing innovative methods for language teaching, which expands learners' motivation in second language learning. Computational thinking (CT) is a problem-solving skill which can motivate students' English language learning. Designing a learning activity which integrates CT into…

Anxiety has been a problem to many foreign language students and educators for many years. Studies on the anxiety of students regarding foreign languages have been conducted by educators, foreign language teachers, education experts and researchers. Thus, foreign language anxiety has become the focus of language learning. In the research, attempts…

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…

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…

This study examined the effect of anxiety reduction sessions conducted in English as a foreign language (EFL) classrooms. EFL anxiety reduction sessions were developed based on two assumptions derived from a rational emotive therapy approach. The sessions consisted of three methods: (a) cognitive-affective talk, (b) reflective self-talk, and (c)…

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,…

This study aimed to determine the effectiveness of English language as the sole medium of instruction in teaching English subjects by comparing the achievement and confidence of two classes under two different teaching modalities. The study used the two-group Pre-test/Post-test Quasi-experimental Design. The teaching modalities were the use of…

Writing anxiety is one of the most essential factors influencing language learning. The current study is to explore the effect of sentence-making practice on reducing writing anxiety of two classes of adult EFL learners, one in low-intermediate level (LI learners), the other in high-intermediate level (HI learners). Two classes received two-week…

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 study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using…

This study investigated changes in levels of anxiety about learning a foreign language (FL) and in the language beliefs of first-year Korean-as-a-foreign-language (KFL) students in a US university throughout a year. Twelve students who enrolled in both of the two semesters of the first-year Korean I and II classes participated in this study. The…

This paper reports the results of a study conducted to find (a) the impact of anxiety on EFL learners' writing performance, and (b) the relationship between anxiety and foreign language writing ability. 137 (N = 137) EFL learners took the Foreign Language Classroom Anxiety Scale (FLCAS), the Oxford Placement Test (OPT), and a writing task on a…