Teachers' Role, Learners' Gender Differences, and FL Anxiety among Seventh-Grade Students Studying English as a FL.

By S. Abu-Rabia. 2004

178 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/74e565dc4f0988dd0c1ecf33b8f77c340cc7ad12

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

An Investigation of Foreign Language Classroom Anxiety and Its Relationship with Students' Achievement. (2010, background): “According to Abu-Rabia (2004), “the foreign language learner characterized as having anxiety is usually worried, physically insecure, and unable to engage in situational learning” (p.712).”
Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation (2008, unknown): “Further studies have confirmed this trend (Abu-Rabia, 2004; Dewaele, 2007c; Frantzen & Magnan, 2005; Matsuda & Gobel, 2004; Onwuegbuzie, Bailey, & Daley, 2002).”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, background): “In addition, as age, gender and instruction context have all been identified as possible moderators in the literature (Abu-Rabia, 2004; Dewaele, 2007; Kim, 2009), future research regarding these variables and their complex and possibly dynamic relation to FLCA and academic achievement is also…”
Anxiety and EFL: does multilingualism matter? (2013, result): “There have been several studies in which the participants’ final grades have an inverse relationship with scores on the FLCAS (e.g., Abu-Rabia 2004; Aida 1994; Coulombe 2000; Horwitz 1986; Kim 1998, 2009; Malallah 2000; Saito and Samimy 1996).”
Second Language Anxiety and Distance Language Learning (2009, background): “…older test versions (Davis, 1993), more sentence repetitions (MacIntyre & Gardner, 1994), slower pace (Frantzen & Magnan, 2005), use of portfolios (Abu-Rabia, 2004), use of less material at a time (VanPatten & Glass, 1999), humorous content (Berk, 2000), extra time for asking questions (Qin,…”