Reticence in second language case discussions: anxiety and aspirations

By Jane Jackson. 2002

225 citations recorded by the source corpus.

Subfields: Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/0bcd1dc8f09679e33244bc5e64d236f1f124f5e1

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In Management of Technology and Innovation

1. Meihua Liu
2. Q. Zhong
3. A. Hamouda
4. F. Çubukçu
5. K. Williams
6. Melvin R. Andrade

Citations in the corpus

• An Exploration of Causes of Saudi Students' Reluctance to Participate in the English Language Classroom (2012, background): “The importance of learner participation is also stressed by Jackson (2002) who contends that participation provides the setting in which students can construct and shape identities as members of the classroom.”
• Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions (2009, background): “Jackson (2002) in an ethnographic study of 168 Chinese ─ 4 ─ Foreign Language Learning Anxiety in Japanese EFL University Classes: Physical, Emotional, Expressive, and Verbal Reactions ─ 5 ─ students in English-medium business classes at a university in Hong Kong found that a combination of…”
• Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior (2013, background): “Furthermore, most previous studies focus on learners at university (e.g. Jackson, 2002; Kang, 2005; Peng, 2012); low-level L2 learners’ WTC is under researched.”
• ANXIETY IN ORAL ENGLISH CLASSROOMS: A CASE STUDY IN CHINA (2007, background): “…Journal of English Language Teaching Volume 3/Number 1 May 2007 121 Meanwhile, many researchers have become interested in exploring causes for student anxiety in second/foreign language classrooms through qualitative data (Bailey, 1983; Hilleson, 1996; Jackson, 2002; Price, 1991; Tsui, 1996).”
• Reticence in Chinese EFL Students at Varied Proficiency Levels. (2009, result): “On the whole, not many students actively responded to their teachers, especially when the questions were challenging, as found in earlier studies (Cortazzi & Jin, 1996; Jackson, 1999, 2002, 2003; Miller & Aldred, 2000; Tsui, 1996).”
• An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety (2008, background): “…& Noels, 1994; MacIntyre & Gardner, 1994; Mak & White, 1997), attitudes toward errors and mistakes (Mak & White, 1997), classroom behavior (Hilleson, 1996; Jackson, 2002; Tsui, 1996), attitude and motivation (Clément et al., 1994; Ehrman & Oxford, 1995), and personality (Ehrman & Oxford, 1995).”
• A STUDY ON THE CORRELATION BETWEEN SELF EFFICACY AND FOREIGN LANGUAGE LEARNING ANXIETY (2008, background): “In an Asian setting, Kim (1998), Liu & Littlewood (1997) and Jane Jackson (2002) find that students in conversational classes are more anxious than when they are in reading classes.”