3. On the Misreading of Horwitz, Horwitz and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners

By E. Horwitz. 2017

255 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/737bf7a0098a29ba23a1838243b0f821382d620a

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Citations in the corpus

SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, background): “1), anxiety has been traditionally conceptualized and measured as either a trait, state, or situation-specific construct in SLA (e.g., Chen, Gully, Whiteman, & Kilcullen, 2000; Horwitz, 2017; Spielberger, Gorsuch, & Lushene, 1970).”
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, methodology): “Using SPSS 25 (IBM), the 22 items adopted from Horwitz, Horwitz, and Cope (1986) questionnaire were submitted to Exploratory Factor Analysis (EFA) with Maximum Likelihood as method of extraction, direct oblimin with Kaiser Normalization as method of rotation, and the number of factors determined…”
Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2018, background): “…study showed that there are various sources of anxiety including peer relationships, attitudes, proficiency but previous research has highlighted the effect of variables, including personality traits, types of evaluations, curriculum (Dewaele, 2013; Gregersen & MacIntyre, 2014; Horwitz, 2017).”
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “Anxiety has been linked to harsh error correction (Gregersen, 2003), incompatibility between teachers and students (Gregersen, MacIntyre, & Maze, 2014), and thus has been identified as having a debilitating effect on L2 learning and achievement (for a review, see Horwitz, 2017, MacIntyre, 2017).”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “Indeed, anxious learners have the tendency to become anxious in specific situations: “When individuals experience Language Anxiety, they have the trait of feeling state anxiety when participating in language learning and/or use” (italics in original, Horwitz, 2017, p. 33).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “Horwitz further explained that students who face FLCA “have the trait of feeling state anxiety when participating in language learning and/or use” (Horwitz, 2017, p. 33).”
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “She explained that learners who experience FLCA “have the trait of feeling state anxiety when participating in language learning and/or use” (Horwitz, 2017, p. 33).”
The effect of positive orientation and perceived social support on foreign language classroom anxiety (2018, background): “In addition, emotional experiences repeated over time in the FL classroom can also shape learners’ FL learning process (Horwitz, 2017).”
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, background): “Horwitz (2017) argued that FL learners experience FLCA “because of distress at their inability to be themselves and to connect authentically with other people through the limitation of the new language” (p. 41).”
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study (2019, background): “No single element played a dominant role in the construction of enjoyment and anxiety as they emerged slowly, sometimes triggered by unique events, then reinforced through repeated experiences with teachers and peers, before coalescing into situation-specific enjoyment and anxiety (Horwitz, 2017).”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, methodology): “The FLCAS was originally designed by Horwitz, Horwitz, and Cope (1986) to measure FL-speci ﬁ c anxiety.”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, background): “FLCA is thus seen as a unique form of state anxiety that learners experience when they participate in learning and/or using a language (Horwitz, 2017), where the language learner is limited in their communicative ability in the language being learned (Horwitz, 2001; Horwitz, Horwitz, & Cope, 1986).”
Does the effect of enjoyment outweigh that of anxiety in foreign language performance (2018, background): “By “distinct” the authors meant that it was a unique form of state anxiety (rather than trait anxiety).1 FL learners who experience FLCA “have the trait of feeling state anxiety when participating in language learning and/or use” (Horwitz, 2017, p. 68).”