The Effects of Induced Anxiety on Three Stages of Cognitive Processing in Computerized Vocabulary Learning

Abstract

Language anxiety is a prevalent phenomenon in second language learning. This experiment examines the arousal of anxiety caused by the introduction of a video camera at various points in a vocabulary learning task. Seventy-two students of 1st-year university French were randomly assigned to one of four groups: (a) one group who had anxiety aroused during their initial exposure to the stimuli, (b) a second group who had anxiety aroused when they began to learn the meanings of the words, (c) a third group who had anxiety aroused when they were asked to produce the French word (when prompted with the English), and (d) a control group who did not experience anxiety arousal. Significant increases in state anxiety were reported in all three groups when the video camera was introduced, and concomitant deficits in vocabulary acquisition were observed. It is concluded that the stage at which anxiety arises has implications for any remedial action taken to reduce the effects of language anxiety.

Chinese Students’ English-speaking Anxiety in Asking Questions in the MSc TESOL Classroom

“…Hence, it could be seen that anxiety in asking questions negatively affected students' normal speech and recall. This finding accords with the previous studies related to the effects of anxiety (e.g., MacIntyre & Gardner, 1989, 1991a, 1994a, 1994bSuleimenova, 2013). Although anxiety was constantly reported to be an unfavourable element in students' language learning, it cannot be denied that anxiety was also considered as a beneficial component by some students.…”

“…Respondents in previous research also mentioned their favourable attitudes towards the language anxiety in their English learning (e.g., Trang, Baldauf & Moni, 2013). However, the fact that the majority of respondents (5 out of 7) in this study held a negative attitude towards their anxiety elaborates on the findings claimed by Trang et al (2013), which echoes the pervasive harmful functions of anxiety indicated by a great deal of studies (e.g., Aida, 1994;Chen & Lin, 2009;Elkhafaifi, 2005;MacIntyre & Doucette, 2010;MacIntyre & Gardner, 1994a;Pappamihiel, 2002;Sellers, 2000;Woodrow, 2006;Yan & Horwitz, 2008).…”

Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning

“…MacIntyre & Gardner (1989) proposed that anxiety leads to deficits in learning and performance. In later research, they corroborated that anxiety-arousal interferes with a learner's cognitive ability to absorb, process, and produce a foreign language (MacIntyre & Gardner, 1991a, 1991bMacIntyre & Gardner, 1994a, 1994b.…”

Variations in motivation, anxiety and boredom in learning English in Second Life

“…In general, anxiety is defined as "the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system" (Spielberger, 1983: 15). In the context of language learning, however, anxiety is viewed as the feeling of tension and apprehension (MacIntyre & Gardner, 1994), or, as a "distinct complex of selfperceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of the language learning process" (Horwitz, Horwitz & Cope, 1986: 128).…”