The COVID-19 pandemic has provided second language (L2) learners with additional challenges regarding how to obtain an enjoyable experience while achieving a better learning attainment. Despite a growing body of studies that substantiated the predictive effect of grit, foreign language enjoyment (FLE), and foreign language classroom anxiety (FLA)…

The present study was designed to examine the effects of short-term study abroad (SA) on learners' L2 anxiety, international posture, and L2 willingness to communicate (WTC). To this end, the SA experience of 69 L2 learners in four different SA programmes was investigated. The data were obtained from participant questionnaires, which were…

This study investigated Korean heritage language (KHL) learners' foreign language classroom anxiety, reading anxiety and writing anxiety using the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz and Cope, the Foreign Language Reading Anxiety Scale (FLRAS) by Saito, Garza and Horwitz and the Writing Apprehension Test (WAT) by…

This study aims to investigate the effect of experience abroad and second language proficiency on foreign language classroom anxiety. Particularly, this study is an attempt to fill the gap in the literature about the affective outcomes after experiences abroad through the anxiety profiles of Korean learners of English as a foreign language (EFL)…

This mix-methods study examined the language anxiety levels that the Chinese international students perceived in second language (L2) academic context at four universities in the northeastern region of the United States of America; it explored the impact of language anxiety that these students perceived on their academic learning; it also…