The present study investigates the correlations between socio-biographical variables (such as age, gender, years of studying English language, and educational environment) and foreign language anxiety learning. The study also compares the manifestation of foreign language anxiety among Chinese and Russian university students. A mixed-method of…

While self-regulation (SR) in student and teacher interactions in online environments, foreign language enjoyment (FLE), and foreign language anxiety (FLA) are significant issues in the English as a foreign language (EFL) learning process, research on SR in student and teacher interactions in online environments seems scarce in the EFL research…

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…

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…

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,…

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…

This study adopted both variable- and person-centered methods to investigate Chinese primary school students' foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as well as factors associated with these emotions, such as language proficiency, gender, grade level, school type, access to foreign teachers and after-school…

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…