Anxiety
Stress, Foreign Language Classroom Anxiety, and Enjoyment During Study Abroad in Amman, Jordan
Bibliographic Data
| ID | 24220786 |
|---|---|
| Authors | Dan P Dewey (0000-0003-1453-4153), R Kirk Belnap, Patrick Steffen |
| Year | 2018 |
| Volume | 38 |
| Pages | 140-161 |
| Publication date | 2018-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190518000107 |
| OpenAlex | W2895093510 |
| Language | EN |
| Citations received | 18 |
| References cited | 68 |
Anxiety is among the most frequently studied emotions in second language acquisition (SLA). Study abroad (SA) researchers have examined its effects on SLA in that setting in a number of studies. The current study goes beyond previous SA research by examining how anxiety develops and connects with language proficiency development over SA. Specifically, it uses anxiety-related measures of foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and a physiological manifestation of anxiety (hair cortisol). As far as the classroom is concerned, learners grew more comfortable, experiencing less anxiety and more enjoyment over the period of SA. However, learners showed physiological signs of overall elevated anxiety despite these increasing classroom comfort levels. Two key factors that may have influenced their anxiety levels abroad were tendency toward anxiety prior to SA and language proficiency upon departure for SA. The latter provides support for having students more proficient prior to SA, since doing so may lead to less anxiety during SA.
Amman · foreign language classroom anxiety · foreign language enjoyment · hair cortisol · Language proficiency · physiological anxiety · second language acquisition · Stress · Study abroad · EFL/ESL Teaching and Learning · International Student and Expatriate Challenges · Second Language Learning and Teaching
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Trait Emotional Intelligence and Classroom Emotions
The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research
Using the Bevi to Assess Individual Experience to Enhance International Programming
From linguistic insecurity to confidence
Technological impact on language anxiety dynamic
Second language anxiety in conversation and its relationship with speakers’ perceptions of the interaction and their social networks
Foreign language anxiety and its mediating role on Chinese language proficiency
L2 grit and pragmatic comprehension among Chinese postgraduate learners
Composition and implications of foreign‐language anxiety among American study‐abroad students in Morocco
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Foreign Language Learners’ Speaking Anxiety and Enjoyment With Single-word Vocabularies and Phrasal Verbs Over Time
Interactions between age to start learning English, high school, and language proficiency on EFL graduate students' anxiety
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How should time abroad be spent? Effects of social interaction and out-of-class study time while abroad on foreign language proficiency and use
Anxiety in language teachers
Examining the impact of foreign language anxiety and language contact on oral proficiency
Changes in and Effects of Anxiety on English Test Performance in Chinese Postgraduate EFL Classrooms
Study Abroad and Second Language Use
The Psychology of the Language Learner Revisited
Hair cortisol as a biological marker of chronic stress
The Georgetown Consortium Project
Hair cortisol, stress exposure, and mental health in humans
On the Misreading of Horwitz, Horwitz and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners
Foreign language enjoyment and anxiety
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
Expanding the Motivation Construct in Language Learning
An Overview of Language Anxiety Research and Trends in its Development
An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety
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Foreign Language Enjoyment and Foreign Language Classroom Anxiety
Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety
Listening Comprehension and Anxiety in the Arabic Language Classroom
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The Effect of Affect on Foreign Language Learning
The Influence of Language Anxiety on English Reading and Writing Tasks Among Native Hebrew Speakers
Reducing student teachers' foreign language pronunciation anxiety through psycho-social training
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The roles of social anxiety, autonomy, and learning orientation in second language learning
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The Impact of Experience Abroad and Language Proficiency on Language Learning Anxiety
A Relational Model for Managing Second Language Anxiety
Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale
A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad
Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills
On the Measurement of Affective Variables in Second Language Learning
Student Factors in Foreign Language Learning
Introducing positive psychology to SLA
Conceptualizing Willingness to Communicate in a L2
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
A personality scale of manifest anxiety
The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language
Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom
Reenvisioning Language Anxiety in the Globalized Classroom Through a Social Imaginary Lens
Empathy and Second Language Learning1
Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students
Avoidance Behavior in Adult Second Language Acquisition1
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| Citations per year | 2.57 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |