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Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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23 |
Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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24 |
Predicting the emotional labor strategies of Chinese English foreign language teachers
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27 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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28 |
Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English
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30 |
Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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31 |
Visual cues and perception of emotional intensity among L1 and LX users of English
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32 |
How to prepare psychotherapists for interpreter-mediated therapy?
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33 |
Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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34 |
The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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Abstract:
Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14128 in a random effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12585). The results of this meta analysis confirm the negative association between FLCA and academic achievement in foreign language courses.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/32376/1/BotesDewaeleGreiff2020.pdf https://www.iapll.com/jpll2-botes-dewaele-greiff https://eprints.bbk.ac.uk/id/eprint/32376/
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36 |
The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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37 |
Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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38 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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40 |
Concluding thoughts on the emotional rollercoaster of language teaching
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