Correlates of Anxiety at Three Stages of the Foreign Language Learning Process

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An Investigation of Foreign Language Classroom Anxiety and Its Relationship with Students' Achievement. (2010, methodology): “One-way ANOVA for mean differences between the departments, in their level of LA, is significant (F (4,144) = 3.”
Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study (2003, background): “, Brooks, 1990; Ellis, 1999; Gass, 1997; Johnson, 1995), in which codeswitching or the use of the L1 versus the TL often does not enter into the discussion. Empirical works dealing with TL use as its own construct that largely support natural-approach assumptions about TL use include the studies by ”
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): “A further study by Bailey et al. (2000) identified the same independent variables as being linked to higher levels of FLA, with the addition of perceived intellectual ability and perceived job competence.”