2. An Overview of Language Anxiety Research and Trends in its Development

By P. Macintyre. 2017

414 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a2d40ce27f4d266d9ab043a96c966b43d2937324

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In Language and Linguistics

Citations in the corpus

Anxiety, language use and linguistic competence in an immigrant context: a vicious circle? (2019, background): “Language anxiety in immigrant contexts Language anxiety is a dynamic and intricate phenomenon (see MacIntyre 2017).”
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, background): “MacIntyre (2017) provides an insightful review of L2 anxiety research and its development.”
Does the effect of enjoyment outweigh that of anxiety in foreign language performance (2018, background): “MacIntyre (2017) described this first phase of research into FLA as the “Confounded Approach,” “because the ideas about anxiety and their effect on language learning were adopted from a mixture of various sources without detailed consideration of the meaning of the anxiety concept for language…”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, methodology): “The publication of the FLCAS heralded of the start of the “Specialised Approach” where the use of the same instrument allowed comparability across studies (MacIntyre, 2017).”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM (2019, background): “Although no systematic syntheses or meta-analyses of this domain have been conducted, we would highlight three comprehensive literature reviews that target the relationship between anxiety and L2 achievement (Horwitz, 2001; MacIntyre, 2017; MacIntyre & Gardner, 1991).”
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “Taking a slightly broader perspective, MacIntyre (2017) insisted that language anxiety “is influenced by internal physiological processes, cognitive and emotional states along with the demands of the situation and the presence of other people, among other things, considered over different…”
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study (2019, background): “MacIntyre (2017) pointed out that the dynamic system approach in research on anxiety has come to the fore: “Anxiety is continuously interacting with a number of other learner, situational and other factors including linguistic abilities, physiological reactions, self-related appraisals, pragmatics,…”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “The field moved into a second phase, called the ‘Specialised Approach’ (MacIntyre, 2017), with Horwitz, Horwitz and Cope (1986) who defined FLCA as: “a distinct complex of selfperceptions, beliefs, feelings and behaviours related to classroom learning arising from the uniqueness of the language lear”
The effect of positive orientation and perceived social support on foreign language classroom anxiety (2018, background): “To be specific, FL anxiety may have negative academic, cognitive, and social effects on learners (Dewaele &MacIntyre, 2016; MacIntyre, 2017).”
Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage (2021, background): “During the nearly ﬁ fty years that research on L2 emotions has been carried out (Barcelos 2015), L2 anxiety has been ‘ the most widely studied emotion in second language acquisition in the past four decades ’ (MacIntyre 2017, 11).”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, positive): “Horwitz, Horwitz, and Cope’s (1986) study heralded a new era in research on FLCA, the so-called specialized approach (MacIntyre, 2017).”
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, background): “Research on individual differences in Foreign Language (Classroom) Anxiety (FLCA) has flourished in the past decades (for overviews see Dewaele, 2017; Gkonou, Daubney, & Dewaele, 2017; Horwitz, 2010; MacIntyre, 2017).”
Enjoyment and anxiety in second language communication: An idiodynamic approach (2018, background): “Fear and anxiety can be highly detrimental to the learning process (MacIntyre, 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).”
Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2018, background): “Looking back at the early research, MacIntyre (2017) agreed with Scovel, explaining that ‘not all types of anxiety that can be defined and measured are likely to be related to language learning’ (p. 12).”