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- A large body of previous research has demonstrated the effect of language anxiety on second/foreign language learning. Many studies have found anxiety has a debilitating effect on language learning.
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Does anxiety affect second language acquisition?
Does anxiety affect second language (L2) achievement?
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Does anxiety affect L2 learning?
Does anxiety affect Second Language Writing performance?
Are language anxiety measures used in L2 anxiety research?
Jun 12, 2023 · Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades.
- SECOND LANGUAGE ANXIETY AND ACHIEVEMENT
Second language (L2) anxiety has been the object of constant...
- SECOND LANGUAGE ANXIETY AND ACHIEVEMENT
Sep 2, 2020 · The impact that second language anxiety has on second language (L2) learning has been a widely studied topic in second language acquisition (SLA) research. Most work on anxiety in SLA ...
Second language (L2) anxiety has been the object of constant empirical and theoretical attention for several decades. As a matter of both theoretical and practical interest, much of the research in this domain has examined the relationship between anxiety and L2 achievement.
- Yasser Teimouri, Julia Goetze, Luke Plonsky
- 2019
Jan 1, 2019 · Anxiety is arguably the most researched affective variable in the field of second language acquisition (SLA). For more than half a century, SLA researchers have been conducting studies to explore...
Elahi Shirvan et al. (2019) report a significant negative correlation (r = −.29) showing higher language anxiety is associated with WTC, but also evidence of variability in the strength of the relationship across studies.
Oct 21, 2024 · To explore how to mitigate the potential detrimental effect of foreign language anxiety, this meta-analysis and systematic review included 37 primary articles on interventions targeting relieving foreign language anxiety. The results revealed the overall efficacy of these interventions (ES = −0.61, p = .03) in reducing anxiety.
The results indicated that task complexity affected learners’ anxiety levels and was detrimental to their L2 speaking fluency, pronunciation accuracy, and accentedness. Moreover, higher self-perceived anxiety was associated with lower breakdown fluency and less lexico-grammatical accuracy.
