Julia Goetze
Biographic Data
| ID | 6521769 |
|---|---|
| NAME | Julia Goetze |
| GIVEN NAMES | Julia |
| FAMILY NAME | Goetze |
| SIGNATURE | GOETZE J |
| AFFILIATIONS | Department of German, Nordic, Slavic +, University of Wisconsin–Madison Madison Wisconsin USA |
| ORCID | 0000-0002-4856-760X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development
This study explores the relationships between task sequencing, task anxiety, task enjoyment, and second language (L2) writing development. While L2 writing is influenced by various factors, including task sequencing and learner-related variables, empirical evidence on the interactions between task sequencing and task emotions in L2 writing development is scarce. To address this gap, 75 L2 English students performed nine versions of three decision…
Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production
Applying the task‐based language teaching (TBLT) approach to L2 writing research has expanded to include learners’ affective factors and their potential impact on L2 production. However, two affective factors, L2 writing anxiety and self‐efficacy, have received scant research attention within the TBLT domain despite evidence to suggest that writing anxiety can diminish L2 written production and self‐efficacy can promote L2 written production. Thi…
Like student like teacher? Taking a closer look at language teacher anxiety
This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ language classroom anxiety (LCA) and contends the benefit of pursuing and expanding LTA research. Specifically, the paper first traces the development of LTA inquiry from its inception in the 1990s until today and highlights how it historically aligned with and, more recently, diverges from LCA research. After establishing LTA as an idiosyncratic variable …
An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology
Despite emerging evidence for the link between teacher emotions and student outcomes, research on language teachers’ classroom emotions is still scarce. This study adopts a framework rooted in appraisal‐based emotion theory to explore the complexity of teachers’ emotional lives and the nature of language teacher emotions in the classroom, using anxiety as a starting point and drawing on vignette methodology for emotion elicitation. A total of 272…
Second Language Anxiety and Achievement
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. The present study meta-analyzes this body of research. Following a comprehensive search, a sample of 97 reports were identified, contributing a total of 105 independent sampl…
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Second Language Anxiety and Achievement
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. The present study meta-analyzes this body of research. Following a comprehensive search, a sample of 97 reports were identified, contributing a total of 105 independent sampl…
Like student like teacher? Taking a closer look at language teacher anxiety
This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ language classroom anxiety (LCA) and contends the benefit of pursuing and expanding LTA research. Specifically, the paper first traces the development of LTA inquiry from its inception in the 1990s until today and highlights how it historically aligned with and, more recently, diverges from LCA research. After establishing LTA as an idiosyncratic variable …
An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology
Despite emerging evidence for the link between teacher emotions and student outcomes, research on language teachers’ classroom emotions is still scarce. This study adopts a framework rooted in appraisal‐based emotion theory to explore the complexity of teachers’ emotional lives and the nature of language teacher emotions in the classroom, using anxiety as a starting point and drawing on vignette methodology for emotion elicitation. A total of 272…
Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development
This study explores the relationships between task sequencing, task anxiety, task enjoyment, and second language (L2) writing development. While L2 writing is influenced by various factors, including task sequencing and learner-related variables, empirical evidence on the interactions between task sequencing and task emotions in L2 writing development is scarce. To address this gap, 75 L2 English students performed nine versions of three decision…
Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production
Applying the task‐based language teaching (TBLT) approach to L2 writing research has expanded to include learners’ affective factors and their potential impact on L2 production. However, two affective factors, L2 writing anxiety and self‐efficacy, have received scant research attention within the TBLT domain despite evidence to suggest that writing anxiety can diminish L2 written production and self‐efficacy can promote L2 written production. Thi…
EFL/ESL Teaching and Learning (5 works) · Anxiety (4 works) · Psychology (4 works) · Cognitive psychology (3 works) · Mathematics education (3 works) · Communication in Education and Healthcare (2 works) · Developmental psychology (2 works) · Second Language Learning and Teaching (2 works) · Social Psychology (2 works) · Appraisal theory (1 work)