This paper reports on the adaptation of a well-established foreign language anxiety scale for use in the Hungarian EFL setting; furthermore, the validation procedures aimed at testing the psychometric properties of the new instrument. Horwitz, Horwitz and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) was adapted using the method of multiple translators and back translation, and...

Foreign Language Classroom Anxiety Scale (FLCAS) has been extensively used as a tool for the measurement of anxiety induced by foreign language learning. Numerous studies employed scale in different contexts including native languages, age groups, and national or international samples varying sizes. FLCAS also topic interest that investigated its psychometric characteristics, with results repor...

Emotional intelligence, as concerned with how an individual recognizes and regulates his or her emotions, has been in limelight quite recently. The present study seeks to fill a small gap in the literature on emotional intelligence, together with foreign language anxiety and empathy. To this end, short literary readings are used in a cognitive-affective reading-based course to see how emotional...

Foreign language anxiety impedes acquisition. Previous studies in various cultural contexts have found significantly negative and moderately high correlations between scores on the Language Classroom Anxiety Scale (FLCAS) foreign grades. This study aims to investigate factor structure of FLCAS Saudi Arabian context determine whether main factors predict English achievement, as operationalised b...

the study was conducted with the aim of examining the rate of foreign language anxiety in male and female language learners. flcas (foreign language classroom anxiety scale) was administered to two groups of male and female learners. the mean scores of flcas indicated a significant difference with females having considerably higher levels of anxiety than males. from 38 female learners, 22 were ...

The study was conducted with the aim of examining the rate of foreign language anxiety in male and female language learners. FLCAS (Foreign Language Classroom Anxiety Scale) was administered to two groups of male and female learners. The mean scores of FLCAS indicated a significant difference with females having considerably higher levels of anxiety than males. From 38 female learners,...

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students relationship between FL achievement. Changes in across groups three years were also examined. A total 631 (324 male, 307 female) aged 9–11 completed Foreign Language Classroom Anxiety Scale (FLCAS) that measured students’ anxiety. Our participants’ achievements as by low-st...

Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) measure anxiety. An ever-growing array studies has employed FLCAS and analyzed underlying relationship between focal construct f...

The purpose of this study was to find out how much language anxiety EFL university students have, what causes it, and they deal with it. This aims fill a gap in the literature regarding anxiety, causes, people cope as most researchers have not yet combined those three factors into single study. current used mixed method,a questionnaire semi-structured interview were used. FLCAS collect quantita...

The Blueprint on Enculturation of Lifelong Learning for Malaysia recognises learning after the school and higher education systems as third pillar in human capital development, encourages continuity upskilling (which includes improvement English competency) individual empowerment mobility. Despite this, there is a lack research area, with most studies centralising Malaysian ESL practices involv...