Language anxiety and achievement

By E. Horwitz. Annual Review of Applied Linguistics, 2001

1,548 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0e455bc4d5af823b3fcb7bd8d97659bd50c4f67b

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English: A Qualitative Analysis of EFL Learners in China (2008, background): “defined foreign language anxiety as a separate and distinct phenomenon particular to language learning (Young, 1991), and research that has focused specifically on the construct of language anxiety (Aida, 1994; MacIntyre & Gardner, 1989, 1991b, 1991c; Liu, 1989; Philips, 1992; Saito & Samimy, 1996) ”
Listening Comprehension and Anxiety in the Arabic Language Classroom (2005, background): “Horwitz (2001) reviewed a large body of research and concluded that there is a clear re-”
Investigating Foreign Language Speaking Anxiety within the EFL Learner's Interlanguage System: The Case of Iranian Learners (2012, background): “Moreover, some scholars have endeavored to investigate the types of learning activities in terms of FL anxiety; for example, Horwitz (2001) argues that language learners feel more comfortable in pair work and personalized activities, but this is a relative concept; some activities judged as…”
Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “First, in foreign language learning anxiety has been considered as an influential emotional factor (Oxford, 1999); accordingly, numerous studies on language anxiety have been conducted (e.g., Gardner, 1985; Horwitz et al., 1986; Aida, 1994; Truitt, 1995; Price, 1999; Horwitz, 2001).”
Foreign language anxiety of students studying English Language and Literature: A Sample from Turkey (2016, background): “…contexts, including speaking, listening, and learning”- is different from a general feeling of anxiety, and therefore, keeps learners from reaching their goals (Horwitz, 2001), and prevents foreign language learners from successful performance in the target language (Hashemi and Abbasi, 2013).”
Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations (2009, background): “A negative correlation between second and foreign language anxiety and achievement is established in the literature (Horwitz, 2001; Aida, 1994; MacIntyre and Gardner, 1991).”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, background): “Horwitz (2001) noted that consistent moderate negative correlations were found between FLCA and academic achievement.”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM (2019, background): “Although four traditional literature reviews on the topic of L2 anxiety and language achievement have been published (Horwitz, 2001; MacIntyre, 2017; MacIntyre & Gardner, 1991; Scovel, 1978), none of them has provided a systematic analysis of the relationship between the variables in question.”
A STUDY ON THE CORRELATION BETWEEN SELF EFFICACY AND FOREIGN LANGUAGE LEARNING ANXIETY (2008, methodology): “Instruments The Foreign Language Learning Anxiety Scale was developed from Horwitz, Horowitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). It consists of 33 statements, each to be rated by the respondent on a 1 (no anxiety) to 5 (high anxiety) Likert scale. The statements desc”