Language anxiety and the online learner

By Victoria Russell. 2020

200 citations recorded by the source corpus.

Foreign language classroom anxiety is a construct that has been investigated since the 1980s, yet few studies have examined language anxiety in the context of the online learning environment. In this literature review, the following guiding questions were examined: (a) What is foreign language classroom anxiety? (b) What are the research findings on language anxiety among online learners? (c) What can instructors do to help alleviate their online students' perceived levels of language anxiety? In addition to an exploration of the guiding questions, the Foreign Language Classroom Anxiety Scale, which was developed by Horwitz, Horwitz, and Cope (1986), is described in detail as well as how language educators can use it as a tool in their own classrooms to measure their students' perceived language anxiety levels. The pedagogical implications include recommended techniques and interventions for helping online language learners feel less isolated, less anxious, and more connected to their teacher and to their peers. Given the large number of students who are currently engaged in online or remote language learning due to COVID‐19, it is important to consider how affective factors, such as anxiety, can impede learning outcomes. Furthermore, language educators and their students were required to transition rapidly to the online environment without sufficient time or preparation for it, which is an additional cause of stress for both students and instructors alike. The article concludes with suggestions for future research on online language anxiety.

Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c439af38dc447ca6fc2065a5b07e55a720eb5596

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Citations in the corpus

Remote teaching during COVID-19: Implications from a national survey of language educators (2020, background): “In addition, interacting synchronously with peers or the educator may reduce feelings of isolation (Gonz alez-Lloret, 2020), increase motivation (Gunes, 2019), and create spaces for community-building and support (Gonz alez-Lloret, 2020; Knight, 2020; Russell, 2020).”