The Validation of Three Scales Measuring Anxiety at Different Stages of the Foreign Language Learning Process: The Input Anxiety Scale, the Processing Anxiety Scale, and the Output Anxiety Scale

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Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production (2002, background): “Such research is vital because we need to understand why a language learner feels anxious in order to control such anxiety and alleviate its effects (Horwitz, 1996; MacIntyre & Gardner, 1991a, b; Onwuegbuzie et al., 2000; Scovel, 1991).”
ANXIETY AND THE TRUE BEGINNER-FALSE BEGINNER DYNAMIC IN BEGINNING FRENCH AND SPANISH CLASSES (2005, background): “Christiansen and Wu (1993) and Onwuegbuzie et al. (2000) recommended separate sections and, in the pilot study, almost half of the true beginners wanted to be taught separately from false beginners.”
Correlates of Anxiety at Three Stages of the Foreign Language Learning Process (2000, methodology): “In addition, Onwuegbuzie, Bailey, and Daley (2000) reported evidence of construct validity for the Input Anxiety Scale, the Processing Anxiety Scale, and the Output Anxiety Scale, based on a common factor analysis using 258 participants, in which (a) one specific factor was identified for the Input…”
Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English: A Qualitative Analysis of EFL Learners in China (2008, background): “This study has also furthered our understanding of other factors associated with language anxiety (see, e.g., Gardner et al., 1997; Onwuegbuzie et al., 2000; Young, 1991).”