The Stability of General Foreign Language Classroom Anxiety across English and French

By Máximo Rodríguez, Orangel Abreu. 2003

140 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/379d9b06064b5ae8ea13b5f28339c71b26f8b093

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Citations in the corpus

What are the Main Sources of Turkish EFL Students' Anxiety in Oral Practice?. (2010, background): “…anxiety oral performance on the learners (Aydın, 1999; Cheng, Horwitz, & Schallert, 1999; Horwitz et al., 1986; Kitano, 2001; Gregersen & Horwitz, 2002; Rodriguez & Abreu, 2003; Boyce, Alber-Logan, & Riley; 2007) and reading (Saito, Horwitz, & Garza, 1999; Sellers, 2000; Matsuda & Gobel, 2004).”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, methodology): “The scale measures the conceptualisation of language anxiety specific to FLCA, with 20 of the items focusing on speaking and listening in the target language in particular (Rodríguez & Abreu, 2003).”
Mindfulness, coping self-efficacy and foreign language anxiety: a mediation analysis (2017, background): “Significant negative associations were also found between FLA and integrative motivation (Rodríguez & Abreu, 2003), course grades (Elkhafaifi, 2005; yan & Horwitz, 2008) and learners’ self-esteem and self-confidence (Izadi & Atasheneh, 2012).”
Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables (2007, background): “Rodriguez and Abreu (2003) examined the stability of the general foreign language classroom anxiety construct across foreign languages.”
The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners (2007, background): “Negative correlations emerged between scores on the FLCAS and measures of L2 performance (Aida, 1994; Horwitz, 1986, 2001; Rodriguez & Abreu, 2003).”
Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation (2008, background): “Only recently has the construct of FLA been tested on samples of participants learning two foreign languages simultaneously (Rodriguez & Abreu, 2003).”
Foreign language anxiety levels in Second Life oral interaction (2016, methodology): “It has tested validity and reliable psychometric properties (Horwitz et al., 1986) and it has been translated into Spanish (Rodríguez & Abreu, 2003; Stephenson, 2006), Chinese (Cheng, Horwitz & Shallert, 1999) and Hungarian (Tóth, 2008).”
A Review of Horwitz, Horwitz and Cope's Theory of Foreign Language Anxiety and the Challenges to the Theory (2011, background): “However, while communication apprehension and fear of negative evaluation are closely related to FLA, test anxiety is likely to be a general anxiety problem rather than being specific to foreign language learning.”
Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence (2007, unknown): “O O While there have been many studies investigating anxiety in the classroom (Cheng et al., 1999; Frantzen and Magnan, 2005; Rodriquez and Abreu, 2003; Saito et al., 1999), aﬀect in the distance language learning context has received relatively scant attention (Bown, 2006; Harris, 1995), and yet…”
ANXIETY AND THE TRUE BEGINNER-FALSE BEGINNER DYNAMIC IN BEGINNING FRENCH AND SPANISH CLASSES (2005, result): “This failure to find a significant difference between the two language groups adds support to Rodríguez and Abreu’s (2003) finding of stability across languages, in their case English and French.”