New Insights into Language Anxiety: Theory, Research and Educational Implications

By Honggang Liu*. ELT Journal, 2018

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Advanced learners’ foreign language-related emotions across the four skills (2018, background): “While there is abundant literature on foreign language anxiety in the language classroom (Gkonou et al., 2017), relatively few studies have been published on the experiences of other emotions, albeit this situation is rapidly changing (e.g., Galmiche, 2017; MacIntyre et al., 2016).”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “The findings have emphasized the “positivebroadening” (see MacIntyre & Gregersen, 2012a; Gregersen & MacIntyre, 2014) power of love in teenagers’ language learning process, namely its power to facilitate learning when there was a perceived lack of enjoyment of certain classroom tasks or to broaden c”
Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? (2018, unknown): “A good language teacher has to acknowledge the anxieties that may arise and how to manage these effectively (see Gkonou et al. 2017) as well as how to generate positive emotions to create engaging lessons, interest in the language per se, and learners’ beliefs in their own potential to learn.”