This study investigates the role of emotions in second language learning, in particular, that of anxiety. Research has shown that positive and negative emotions are interrelated and that negative emotions are negatively correlated with motivation. It is, therefore, important to investigate how learners regulate their emotions. In this case study,…

This study looked at multiple forms of silence and nonverbal cues of language anxiety in the foreign language classroom to explore their functions from the perspectives of students. Using the Classroom Oral Participation Scheme (COPS) developed by King (2013), 18 hours of observation produced data on learners' verbal and non-verbal participation…

This study aimed to investigate the latent constructs in the Foreign Language Classroom Anxiety Scale using a research context of Japanese undergraduates who learn English as a foreign language. The study conducted both exploratory and confirmatory factor analysis against two different groups of Japanese undergraduate students. First, exploratory…

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)…

This study investigated the influence of communication apprehension and anxiety in second-language (L2) learning on oral performance of Japanese university students in terms of F0 (fundamental frequency) analysis. The participants were English-major students (3 males and 6 females) who presented at an oral communication festival for university…

The purpose of this study is to explore how students' anxiety about learning English and their perception of their English communicative competence change through participating in a five-day English camp. Eighteen first-year university students majoring in English language and cultures participated in the camp. The participants were randomly…

"Foreign language activities" (English) officially began in Japanese elementary schools in April 2011. Since that starting date, and despite insufficient knowledge and preparation, classroom teachers have been required to instruct in English. They also have been required to team-teach with native-English-speaking assistant language…