Foreign language anxiety (FLA) plays an indispensable role in students’ second (L2) learning. This paper briefly reviewed the relevant research based on foreign classroom scale (FLCAS) terms of effects FLA L2 skill performance and debate The indicated that served as a confounding affective variable influencing achievement differently among individuals. Furthermore, from perspectives cognitive p...

The study aimed to determine the relationship between writing anxiety and self-efficacy of students learning Turkish as a foreign language. sample consisted 247 international at B1 B2 levels Education Application Research Center foundation university. Writing Anxiety Scale for Learners Foreign Language, developed by Şen Boylu (2017), was used students’ anxiety. There were 13 items two...

It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension and their reading anxiety. Secondly, it explores the relationship between EFL learners' ...

This study investigated the relationship between language anxiety and English speaking performance among Taiwanese college students. The participants were 59 students attending a one-semester course entitled Speaking Communication at university in central Taiwan. They underwent computer-based oral proficiency tests completed Foreign Language Classroom Anxiety Scale. Data analyzed using descript...

ABSTRACT The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Classroom Anxiety (FLCA), and proportion time a state flow among 761 English FL learners 825 Languages Other Than (LOTE). Participants the LOTE group reported significantly higher levels FLE class flow, as well lower FLCA than EFL - although effect size was very small. This suggests that global s...