Way to Go! Effects of Motivational Support and Agents on Reducing Foreign Language Anxiety

Ismail, Daneih; Hastings, Peter

doi:10.1007/978-3-030-78270-2_36

Cited by 5 publications

(1 citation statement)

References 21 publications

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“…Additionally, more and more studies have focused on the relationship between language anxiety and other learning variables ( Oteir and Al-Otaibi, 2019 ). For example, studies on the relationship of FLA with the following variables: Willingness to communicate ( Liu and Jackson, 2008 ; Rastegar and Karami, 2015 ; Yan et al, 2018 ; Kalsoom et al, 2020 ; Zhou et al, 2020 ), learning style ( Bailey et al, 1999 ), self-efficacy ( Mills et al, 2006 ; Eginli and Solhi, 2020 ; Wang et al, 2022 ), self-confidence ( Bensalem and Thompson, 2022 ), self-esteem ( Rubio-Alcalá, 2017 ), learning autonomy ( Ahmadi and Izadpanah, 2019 ), learning strategies ( Abdurahman and Rizqi, 2020 ; Demir and Zaimoğlu, 2021 ), motivation ( Duvernay, 2009 ; Saito et al, 2018 ; Alamer and Almulhim, 2021 ; Ismail and Hastings, 2021 ), learner beliefs ( Aslan and Thompson, 2021 ), and personality ( Dewaele, 2017 ; Šafranj, 2018 ; Šafranj and Zivlak, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Foreign language anxiety and dependency distance in English–Chinese interpretation classrooms

Yan

Liang²

2022

Front. Psychol.

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Foreign language anxiety (FLA) has been identified as a crucial affective factor in language learning. Similar to the situation in language classes, university students in interpretation classes are required to perform in a foreign language when their language skills are inadequate. Investigations are needed to determine the specific impact of FLA on interpretation learning. This study investigated the effects of the specific interpretation classroom FLA (ICFLA) on interpretation learning and dependency distance (DD) as an indicator of learners’ cognitive load. The participants were 49 undergraduate and graduate students enrolled in English–Chinese interpretation classes at a university in Hong Kong. The results showed a significant negative correlation between ICFLA levels and consecutive interpretation achievement scores. ICFLA was also negatively correlated with DD in consecutive interpretations. Four factors underlying ICFLA were identified. The findings of this study would provide useful insights for researchers and educators to understand the nature and effect of FLA in different settings.

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