Research Article
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A Situated Approach to the Understanding of Elusive Foreign Language Classroom Anxiety

Year 2022, Volume: 11 Issue: 1, 54 - 72, 20.02.2022
https://doi.org/10.14686/buefad.1060144

Abstract

Although foreign language anxiety, considered as one of the most important negative factors affecting students' foreign language performance, has been receiving interest from researchers for decades, the literature suggests only limited number of studies which ground on dynamic approaches to explore the elusive nature of anxiety. Mainly focussing on the effects of error correction, native/non-native teacher instruction and presence of a video camera on students’ language anxiety in four different lessons, this mixed-method study aims to investigate the elusive foreign language classroom anxiety in as many different ways as possible in order to inspire a follow-up study. During these four lessons, On-line Anxiety and Liking Meter was used so as to observe participants’ levels of anxiety and liking in every 10 minutes, and Overall Anxiety and Liking Questionnaire was administered after each session. Additionally, retrospective interviews were conducted with the participants after each lesson. As it was difficult to have a fully coherent view due to the scope of the study and limited number of participants, several different situations resulting in certain insights were presented. The results suggested that error correction, speaking activities, video recording, low self-esteem and some exogenous factors caused anxiety arousal while task-based activities, ice-breakers ane familiarity with teacher helped to reduce the anxiety. The findings revealed a significantly negative correlation between the anxiety and liking, and there was not any difference between native and non-native teachers in terms of their effects on anxiety.

Thanks

Acknowledgement: This research is part of author's Master's dissertation.

References

  • Allwright, D., & Bailey K. M. (1991). Focus on the language classroom. Cambridge: Cambridge University Press.
  • Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61(2), 207-215.
  • Ancker, W. (2000). Errors and corrective feedback: Updated theory and classroom practice. Forum, 38(4), 20-25.
  • Arnold, J., & Brown H.D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1-24). Cambridge, U.K: Cambridge University Press.
  • Blackmore, M. A., Erwin, B. A., Heimberg, R. G., Magee, L., & Fresco, D. M. (2009). Social anxiety disorder and specific phobias. In M. G. Gelder, N. C. Andreasen, J. J. Lopez-Ibor Jr., & J. R. Geddes (Eds.), New Oxford textbook of psychiatry, (pp. 739-750). Oxford: Oxford University Press.
  • Boekaerts, M. (1986). Situation-specific judgments of a learning task versus overall measures. In E. De Corde, H. Lodewijks, R. Parmentier & P. Span (Eds.), Learning and instruction. Oxford:Pergamon Press.
  • Boekaerts, M. (1987). Individual differences in the appraisal of learning tasks: An integrative view on emotion and cognition. Communication and Cognition, 20(2/3), 207-224.
  • Canagarajah, S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Mahwah, NJ: Erlbaum.
  • Chastain, K. (1975). Affective and ability factors in second language acquisition. Language Learning, 25(1), 153-161.
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417–446.
  • Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 47-61). New York: Springer.
  • Crombach, M. J., Boekaerts, M., & Voeten, M. J. M. (2003). Online measurement of appraisals of students faced with curricular tasks. Educational and Psychological Measurement, 63(1), 96-111.
  • Dewaele, J.-M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism 6 (1), 23–38.
  • Dörnyei, Z., & Malderez, A. (1999). The role of group dynamics in foreign language learning and teaching. In J. Arnold (Ed.), Affect in language learning (pp. 155-169). Cambridge, U.K: Cambridge University Press.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
  • Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206–220.
  • Gardner, R. C., Masgoret A. M., Tennant J., & Mihic L. (2004). Integrative motivation:Changes during a year long intermediate level language course. Language Learning, 54, 1-34.
  • Gkonou C., Daubney, M., & Dewaele, J. -M. (Eds.). (2017). New insights into language anxiety: Theory, research and educational implications. Bristol: Multilingual Matters.
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570.
  • Gregersen, T., & MacIntyre, P. D. (2014). From premise to practice, capitalizing on language learner's individuality: from premise to practice. Bristol: Multilingual Matters.
  • Gregersen, T., MacIntyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal, 98(2), 574-588.
  • Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
  • Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Boston: Pearson/Allyn and Bacon.
  • Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gknonou, M. Daubney & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Bristol: Multilingual Matters.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
  • Jee, M. J. (2016). Exploring Korean heritage language learners’ anxiety: ‘We are not afraid of Korean!’ Journal of Multilingual and Multicultural Development, 37(1), 56–74.
  • Johnson, D., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom. Boston: Allyn and Bacon.
  • Julkunen, K. (1989). Situation and task-specific motivation in foreign language learning and teaching. Joensuu: University of Joensuu.
  • Kleinmann, H. (1977). Avoidance behaviour in adult second language acquisition. Language Learning, 27(1), 93–107. Larsen-Freeman, D. (2018). Techniques and principles in language teaching . Oxford: Oxford University Press.
  • Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.
  • MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp.24-45). Boston: McGraw-Hill.
  • MacIntyre, P. D. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361-367.
  • MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gknonou, M. Daubney & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Bristol: Multilingual Matters.
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
  • MacIntyre, P. D., & Gardner, R. C. (1994a). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
  • MacIntyre, P. D., & Gardner, R. C. (1994b). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16(1), 1-17.
  • MacIntyre, P.D., & Serroul, A. (2015) Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In Z. Dörnyei, P.D. MacIntyre and A. Henry (Eds.), Motivational dynamics in language learning (pp. 109–138). Bristol: Multilingual Matters.
  • Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471-497.
  • Mak, B. S. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202–214.
  • Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340–349.
  • Medgyes, P. (1994). The non-native teacher. London: Macmillan.
  • Modiano, M. (1999). International English in the global village. English Today, 15(2), 22–28.
  • Nemtchinova, E. (2005). Host teachers’ evaluations of non-native English-speaking teacher trainees: A perspective from the classroom. TESOL Quarterly, 39(2), 235–262.
  • Onwuegbuzie, A. J., Bailey, P., & Daley, C. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239.
  • Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58-67). Cambridge: Cambridge University Press.
  • Pawlak, M. (2014). Error correction in the foreign language classroom: Reconsidering the issues. Berlin: Springer.
  • Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. Modern Language Journal, 76(1), 14-26.
  • Richards, J. C., & Rodgers, T. S. (2018). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
  • Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
  • Sato, K. (2003). Improving Our Students’ Speaking Skills: Using Selective Error Correction and Group Work To Reduce Anxiety and Encourage Real Communication. Japan: Akita Prefectural.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129–142.
  • Şimşek, E., & Dörnyei, Z. (2017). Anxiety and L2 self-images: The ‘anxious self’. In C. Gknonou, M. Daubney & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 51-69). Bristol: Multilingual Matters.
  • Spielberger, C. D. (1966). Theory and research on anxiety. In C. D. Spielberger (Ed.), Anxiety and behavior (pp. 3-20). New York: Academic Press
  • Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal ,4(1), 16-27 .
  • Thompson, A. S., & Khawaja, A. J. (2015). Foreign language anxiety in Turkey: The role of multilingualism. Journal of Multilingual and Multicultural Development, 37(2), 115-130.
  • Tsui, A. (1995). Introducing classroom interaction. London: Penguin English.
  • Tsui, A. (1996). Reticence and anxiety in second language learning. In K. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 145-167). Cambridge : Cambridge University Press.
  • Waninge, F. (2010). The elusive motivation: The development of motivation in real time. MA Dissertation. University of Groningen.
  • White, J., & Lightbrown, P. M. (1984). Asking and answering in ESL classes. Canadian Modern Language Review, 40, 2, 228-244.
  • Wu, K. (2010). The relationship between language learners' anxiety and learning strategy in the CLT classrooms. International Education Studies, 3(1), 174-191.
  • Yashima, T., Zenuk-Nishide, L., & Shimizu, K.(2004). The influence of attitude and affect on willingness to communicate and second language communication. Language Learning, 54, 119-152.

Anlaşılması Zor Yabancı Dil Sınıfı Kaygısını Anlamak İçin Durumlu Bir Yaklaşım

Year 2022, Volume: 11 Issue: 1, 54 - 72, 20.02.2022
https://doi.org/10.14686/buefad.1060144

Abstract

Öğrencilerin yabancı dil performansını etkileyen en önemli olumsuz faktörlerden biri olarak kabul edilen yabancı dil kaygısı, onlarca yıldır araştırmacıların ilgisini çekse de, kaygının anlaşılması zor doğasını keşfetmeye yönelik dinamik yaklaşımları benimseyen çalışmalar sınırlı sayıdadır. Temelde dört farklı derste hata düzeltme, ana dili İngilizce olan ve olmayan bir öğretmen tarafından yapılan öğretim ve video kamera varlığının öğrencilerin dil kaygısı üzerindeki etkilerine odaklanan bu karma yöntemli çalışma, bir devam çalışmasına ilham vermek için, anlaşılması zor yabancı dil sınıfı kaygısını mümkün olduğunca çok farklı yönden araştırmayı amaçlamaktadır. Bu dört ders boyunca her 10 dakikada bir öğrencilerin kaygı ve beğeni düzeylerindeki değişimi gözlemlemek için Bağlantılı Kaygı ve Beğeni Ölçer; her oturumdan sonra ise Genel Kaygı ve Beğeni Anketi uygulanmıştır. Ayrıca katılımcılarla her dersten sonra geriye dönük nitel görüşmeler yapılmıştır. Çalışmanın kapsamı ve katılımcı sayısının sınırlı olması nedeniyle tam tutarlı bir görüşe sahip olmak zor olduğundan, belirli iç görülere yol açan birkaç farklı durum sunulmuştur. Sonuçlar, hata düzeltme, konuşma etkinlikleri, video kaydı, düşük benlik saygısı ve bazı dış faktörlerin kaygıya yol açabildiğini gösterirken; görev temelli etkinliklerin, buz kırıcıların ve öğretmene aşina olma durumunun kaygıyı azaltmaya yardımcı olabileceğini göstermiştir Bulgular, kaygı ve hoşlanma arasında anlamlı derecede negatif bir ilişki olduğunu ortaya koymuş ve anadili İngilizce olan ve olmayan öğretmenler arasında, öğrencilerin kaygı seviyelerine etkileri açısından temel bir fark gözlemlenmemiştir.

References

  • Allwright, D., & Bailey K. M. (1991). Focus on the language classroom. Cambridge: Cambridge University Press.
  • Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61(2), 207-215.
  • Ancker, W. (2000). Errors and corrective feedback: Updated theory and classroom practice. Forum, 38(4), 20-25.
  • Arnold, J., & Brown H.D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1-24). Cambridge, U.K: Cambridge University Press.
  • Blackmore, M. A., Erwin, B. A., Heimberg, R. G., Magee, L., & Fresco, D. M. (2009). Social anxiety disorder and specific phobias. In M. G. Gelder, N. C. Andreasen, J. J. Lopez-Ibor Jr., & J. R. Geddes (Eds.), New Oxford textbook of psychiatry, (pp. 739-750). Oxford: Oxford University Press.
  • Boekaerts, M. (1986). Situation-specific judgments of a learning task versus overall measures. In E. De Corde, H. Lodewijks, R. Parmentier & P. Span (Eds.), Learning and instruction. Oxford:Pergamon Press.
  • Boekaerts, M. (1987). Individual differences in the appraisal of learning tasks: An integrative view on emotion and cognition. Communication and Cognition, 20(2/3), 207-224.
  • Canagarajah, S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Mahwah, NJ: Erlbaum.
  • Chastain, K. (1975). Affective and ability factors in second language acquisition. Language Learning, 25(1), 153-161.
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417–446.
  • Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 47-61). New York: Springer.
  • Crombach, M. J., Boekaerts, M., & Voeten, M. J. M. (2003). Online measurement of appraisals of students faced with curricular tasks. Educational and Psychological Measurement, 63(1), 96-111.
  • Dewaele, J.-M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism 6 (1), 23–38.
  • Dörnyei, Z., & Malderez, A. (1999). The role of group dynamics in foreign language learning and teaching. In J. Arnold (Ed.), Affect in language learning (pp. 155-169). Cambridge, U.K: Cambridge University Press.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
  • Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206–220.
  • Gardner, R. C., Masgoret A. M., Tennant J., & Mihic L. (2004). Integrative motivation:Changes during a year long intermediate level language course. Language Learning, 54, 1-34.
  • Gkonou C., Daubney, M., & Dewaele, J. -M. (Eds.). (2017). New insights into language anxiety: Theory, research and educational implications. Bristol: Multilingual Matters.
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570.
  • Gregersen, T., & MacIntyre, P. D. (2014). From premise to practice, capitalizing on language learner's individuality: from premise to practice. Bristol: Multilingual Matters.
  • Gregersen, T., MacIntyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal, 98(2), 574-588.
  • Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
  • Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Boston: Pearson/Allyn and Bacon.
  • Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gknonou, M. Daubney & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Bristol: Multilingual Matters.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
  • Jee, M. J. (2016). Exploring Korean heritage language learners’ anxiety: ‘We are not afraid of Korean!’ Journal of Multilingual and Multicultural Development, 37(1), 56–74.
  • Johnson, D., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom. Boston: Allyn and Bacon.
  • Julkunen, K. (1989). Situation and task-specific motivation in foreign language learning and teaching. Joensuu: University of Joensuu.
  • Kleinmann, H. (1977). Avoidance behaviour in adult second language acquisition. Language Learning, 27(1), 93–107. Larsen-Freeman, D. (2018). Techniques and principles in language teaching . Oxford: Oxford University Press.
  • Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.
  • MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp.24-45). Boston: McGraw-Hill.
  • MacIntyre, P. D. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361-367.
  • MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gknonou, M. Daubney & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Bristol: Multilingual Matters.
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
  • MacIntyre, P. D., & Gardner, R. C. (1994a). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
  • MacIntyre, P. D., & Gardner, R. C. (1994b). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16(1), 1-17.
  • MacIntyre, P.D., & Serroul, A. (2015) Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In Z. Dörnyei, P.D. MacIntyre and A. Henry (Eds.), Motivational dynamics in language learning (pp. 109–138). Bristol: Multilingual Matters.
  • Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471-497.
  • Mak, B. S. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202–214.
  • Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340–349.
  • Medgyes, P. (1994). The non-native teacher. London: Macmillan.
  • Modiano, M. (1999). International English in the global village. English Today, 15(2), 22–28.
  • Nemtchinova, E. (2005). Host teachers’ evaluations of non-native English-speaking teacher trainees: A perspective from the classroom. TESOL Quarterly, 39(2), 235–262.
  • Onwuegbuzie, A. J., Bailey, P., & Daley, C. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239.
  • Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58-67). Cambridge: Cambridge University Press.
  • Pawlak, M. (2014). Error correction in the foreign language classroom: Reconsidering the issues. Berlin: Springer.
  • Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. Modern Language Journal, 76(1), 14-26.
  • Richards, J. C., & Rodgers, T. S. (2018). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
  • Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
  • Sato, K. (2003). Improving Our Students’ Speaking Skills: Using Selective Error Correction and Group Work To Reduce Anxiety and Encourage Real Communication. Japan: Akita Prefectural.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129–142.
  • Şimşek, E., & Dörnyei, Z. (2017). Anxiety and L2 self-images: The ‘anxious self’. In C. Gknonou, M. Daubney & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 51-69). Bristol: Multilingual Matters.
  • Spielberger, C. D. (1966). Theory and research on anxiety. In C. D. Spielberger (Ed.), Anxiety and behavior (pp. 3-20). New York: Academic Press
  • Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal ,4(1), 16-27 .
  • Thompson, A. S., & Khawaja, A. J. (2015). Foreign language anxiety in Turkey: The role of multilingualism. Journal of Multilingual and Multicultural Development, 37(2), 115-130.
  • Tsui, A. (1995). Introducing classroom interaction. London: Penguin English.
  • Tsui, A. (1996). Reticence and anxiety in second language learning. In K. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 145-167). Cambridge : Cambridge University Press.
  • Waninge, F. (2010). The elusive motivation: The development of motivation in real time. MA Dissertation. University of Groningen.
  • White, J., & Lightbrown, P. M. (1984). Asking and answering in ESL classes. Canadian Modern Language Review, 40, 2, 228-244.
  • Wu, K. (2010). The relationship between language learners' anxiety and learning strategy in the CLT classrooms. International Education Studies, 3(1), 174-191.
  • Yashima, T., Zenuk-Nishide, L., & Shimizu, K.(2004). The influence of attitude and affect on willingness to communicate and second language communication. Language Learning, 54, 119-152.
There are 61 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Erdi Şimşek 0000-0003-1465-565X

Publication Date February 20, 2022
Published in Issue Year 2022 Volume: 11 Issue: 1

Cite

APA Şimşek, E. (2022). A Situated Approach to the Understanding of Elusive Foreign Language Classroom Anxiety. Bartın University Journal of Faculty of Education, 11(1), 54-72. https://doi.org/10.14686/buefad.1060144

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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