The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statisti...

This study intended to examine the effects of game-based learning on Iranian EFL learners’ language anxiety and motivation. In order perform study, quantitative research method was applied. this 58 intermediate participants were selected divided into two groups: control experimental. Then, questionnaires Foreign Language Classroom Anxiety Scale (FLCAS) Motivation Test Battery (AMTB) administere...

This case study reported on how students experienced speaking anxiety in online EFL classrooms. The data was obtained through observation, questionnaires a google form, and interviews. analysis technique used thematic analysis. participants consisted of second-year from one vocational school Indonesia determined as many 14 (fourteen) students, 4 representative were chosen using FLCAS for the In...


 The current study was motivated by recent interest in the effect of positive and negative emotions context foreign language learning resulting from rise psychology movement (Dewaele & MacIntyre, 2016; MacIntyre Mercer, 2014). It examines construct enjoyment (FLE) its relationship with classroom anxiety (FLCA) among a group 487 English as (EFL) students (340 females, 147 males) enroll...

Students’ anxiety, speaking performance and their relation to genders have been investigated extensively in the EFL context most participants are English students, but of studies with same variables were conducted an offline setting. Thus, purpose this research is describe anxiety levels students who studied another language than learning investigate relationship between English-speaking classe...

This study was an attempt to investigate the relationship among EFL learners’ language aptitude, anxiety, and willingness to communicate (WTC). Accordingly, two questionnaires and a battery were used: Language Aptitude Battery for Iranian Learners (LABI), Foreign Language Classroom Anxiety Scale (FLCAS), and WTC Scale. A total of 164 undergraduate students majoring in English literature and Eng...

The main purpose of this study is to test whether students’ performance in official language tests the university context influenced, apart from anxiety, by certain personality traits. A sample 394 students Spain were assessed academic using Test English for International Communication: Listening and Reading (TOEIC L&R), Foreign Language Anxiety Spanish version Classroom Scale (FLCAS), Anxi...

This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, test, semi-structured interviews, this tried to investigate factors behind Foreign Language Listening Anxiety (FLLA) among Iranian (TCs). The participants of context were 29 studying at BA level English Teaching. All asked...

پژوهش حاضر به بررسی این مسأله می‌پردازد که چگونه نوعِ متد آموزشی می‌تواند بر میزان اضطراب زبانی دانشجویان زبان‌های خارجی تأثیر بگذارد. یک گروه 40 نفره از دختر و پسر در سطح پیش‌دانشگاهی به‌عنوان جامعه آماری انتخاب شدند. آموزش زبان فرانسه دو هفته‌ی اول، طریق گرامر-ترجمه انجام شد. پایان هفته تست تعیین مقیاس کلاس خارجی: FLCAS، بعمل آمد. دوم نوع رویکرد کنشی تغییر یافت. پس مجدداً فراگیران نتایج حاصله ن...