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Relevant bibliographies by topics / English learning anxiety

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Academic literature on the topic 'English learning anxiety'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "English learning anxiety"

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Carlota, A. Usman. "ENGLISH LANGUAGE LEARNING ANXIETY AND ACHIEVEMETNS AMONG SENIOR HIGH SCHOOL STUDENTS AT SELECTED SECONDARY SCHOOLS IN JOLO." International Journal of Novel Research in Education and Learning 10, no. 4 (2023): 16–29. https://doi.org/10.5281/zenodo.8113678.

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<strong>Abstract:</strong> This study ascertained the extent and the significant difference between the English language learning anxiety and achievements towards learning English as a second language among Grade 11 students at selected secondary schools in Jolo, Sulu during the school year 2017-2018 when data are grouped according to students ' gender, average monthly family income and parent's educational attainment. It answered the research questions based on the following hypotheses: 1) There is no significant relationship between English learning and achievements of senior high sc

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Arniati, Fitri. "Students’ Anxiety in Learning English." JISHUM : Jurnal Ilmu Sosial dan Humaniora 2, no. 1 (2023): 59–74. http://dx.doi.org/10.57248/jishum.v2i1.270.

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Anxiety is a sense of restlessness, together with fear or worry, that may be mild or intense. Everyone has emotions of tension at some unspecified time in the future in their life. For example, you can experience involved and hectic approximately sitting an exam, or having a scientific test or job interview. Anxiety is a normal thing to feel when someone faces a situation or hears news that causes fear or worry. However, you need to be wary of anxiety if it appears for no reason or is difficult to control, because it could be caused by an anxiety disorder. This research aims to find out what e

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Ju, Chen Hui-Jing Hsiao. "Effects Of Online Peer Learning On Speaking Performance And Language Learning Anxiety." International Journal of Social Science and Human Research 07, no. 03 (2024): 1895–902. https://doi.org/10.5281/zenodo.10829168.

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This study investigated the effects of an online peer learning program on undergraduate student English speaking proficiency, language anxiety, and perceptions of online peer learning. The study adopted a case study design and recruited 32 undergraduate students from the Department of Applied Foreign Languages at a university in central Taiwan. The online peer learning program improved students’ English communication skills and reduced students’ learning anxiety by facilitating interactions with online foreign peers. Quantitative data from oral proficiency tests and the Foreign Lan

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Liu, Meihua, and Ning Du. "A Study of Chinese University Students’ English Learning Motivation, Anxiety, Use of English and English Achievement." Sustainability 16, no. 19 (2024): 8707. http://dx.doi.org/10.3390/su16198707.

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Research has found that contact with a second language (L2), L2 motivation and foreign language anxiety are important variables affecting L2 learning. Nevertheless, not much research has explored the relationships among these variables and their interactive effects on L2 learning outcomes. The present large-scale survey study examined the relationships between English learning motivation, English classroom anxiety and use of English, as well as their predictive effects on Chinese university students’ English achievement. A total of 439 randomly sampled students from two Chinese universities in

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Mahmuda, Teuku Imam. "Students� Anxiety in Learning Speaking." English LAnguage Study and TEaching 4, no. 2 (2024): 63–67. http://dx.doi.org/10.32672/elaste.v4i2.7339.

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This research was conducted to investigate the types of students' anxiety in speaking English and the factors that cause language anxiety in speaking English. This study uses a qualitative method. Participants in this research were 32 second grade students from SMP Negeri 1 Darul Imarah. Data obtained from questionnaires. The results showed that there are three types of anxiety felt by students when speaking English, namely state anxiety, trait anxiety, and situational anxiety. In addition, factors that cause students' anxiety when speaking English are fear of speaking inaccurately, fear of ne

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Chi, Xiang, and Zhu Yongjin. "A Study on English Learning Anxiety of Local Normal College Students." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 930–38. http://dx.doi.org/10.47772/ijriss.2024.803064s.

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English learning anxiety refers to the learners’ anxiety, tension, self-doubt and other subjective emotions produced in English learning, which is reflected in students’ low evaluation of their English communicative ability. This paper investigates the English learning anxiety of 260 college students in Hubei Province by means of questionnaire. It is found that the overall level of English learning anxiety of college students is high, among which the main causes of anxiety are fear of negative evaluation, fear of communication, and lack of confidence in English, and communication fear is the s

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Zhang, Junmin, and Yanan Li. "The Role of Teacher-Student Rapport in Reducing English Learning Anxiety: Evidence from Chinese Non-English Major Students." Education Reform and Development 7, no. 2 (2025): 36–46. https://doi.org/10.26689/erd.v7i2.9736.

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This research examines the interrelation between English learning anxiety and teacher-student rapport among Chinese non-English major undergraduate students. Employing a quantitative research approach, the study establishes a correlational model to examine the connection between English learning anxiety and teacher-student rapport. A cohort of 240 non-English major undergraduates in China partook in the investigation. Utilizing Pearson’s correlation analysis and regression analysis, the article scrutinizes the correlation between English learning anxiety and teacher-student rapport. The findin

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Rondonuwu, Joppi. "University student strategies to cope with anxiety in learning English." UAD TEFL International Conference 2 (January 18, 2021): 195. http://dx.doi.org/10.12928/utic.v2.5757.2019.

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This article has been prepared to report a quantitative study that revealed the strategies of students of English major and non-English major to cope with anxiety in the learning of English as a foreign language, including the description of student anxiety in learning English and strategies to cope with English learning. The respondents consisted of 173 students from English major and 173 students from non-English major of a private university in North Sulawesi Province. The validated adapted constructs of the questionnaire, namely strategies and anxiety, were originally proposed by He and Ho

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Fei, Wang. "Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China." JOURNAL OF ADVANCES IN LINGUISTICS 10 (October 5, 2019): 1569–75. http://dx.doi.org/10.24297/jal.v10i0.8444.

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The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign

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Wu, Chia-Pei, and Huey-Ju Lin. "Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)." English Language Teaching 9, no. 9 (2016): 52. http://dx.doi.org/10.5539/elt.v9n9p52.

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<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that E

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Dissertations / Theses on the topic "English learning anxiety"

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Yim, Wai Yee. "Learning anxiety over learning effects : a case in Hong Kong." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/395.

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Kim, Joo-hae. "Foreign language listening anxiety : a study of Korean students learning English /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004305.

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Young, Ka-yi Deon. "Anxiety and language learning voices from primary six students in a primary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38762870.

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Shand, Jennifer Wood. "The Use of Drama to Reduce Anxiety and Increase Confidence and Motivation towards Speaking English with Two Groups of English Language Learners." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/193390.

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The purpose of this study was to create and evaluate the effects of a creative drama curriculum for English Language Learners. It was hypothesized that drama would be helpful in lowering the affective filter--psychological attributes that can impede language acquisition. A group of third graders who had good comprehension of English, yet, were reluctant to speak, and a group of sixth and seventh graders with fledgling English skills participated in the study. Participants' response to the drama curriculum was measured by pretest-posttest, observations, and interviews with both participants a

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Bergquist, Simon. "Dealing with foreign language anxiety A study of how English teachers in Sweden help students overcome anxiety in oral presentations in secondary school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84202.

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In this study, I investigate how foreign language anxiety affects students’ performance during oral presentations. The study also explores how secondary school teachers in Sweden work with anxious students before, during and after an oral presentation and what approaches and exercises they find effective to use when doing so. Foreign language anxiety is a relatively new subject within language education and impacts language learning in various, mostly negative, ways. The data is collected from interviews with secondary school teachers in Sweden. The result show how these teachers identify FLA

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Heljeberg, Ida-Lie. "Overcoming Students’ Speaking Anxiety with Drama Pedagogy: -A Study of the Perceived Benefits of Drama Pedagogy in the Swedish Secondary andUpper-Secondary English Classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75542.

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In the society of today English-speaking skills are essential, and the school should prepare students to live, work and participate actively in society. However, speaking English does pose a challenge for some students due to speaking anxiety, which can have a negative impact on their development. One possible strategy to counteract this is implementing drama techniques in the foreign language classroom. This study examines two classes of Swedish secondary and upper-secondary school students’- and teachers’ perceptions of the ability to speak in English, of using drama techniques in the second

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Tapper, Johan. "Teacher perceptions of the pedagogical value of collaborative and cooperative teaching strategies and how teachers use them in the English classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-69294.

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Research has shown that language anxiety often hampers performance in spoken communication. However, research has also shown that students experiencing anxiety are helped significantly when teachers adopt cooperative and/or collaborative teaching strategies, two different approaches to group work. This study examines whether or not English teachers in Sweden, working in the context of upper-secondary school, actually perceive these strategies to be as helpful as research shows. It was hypothesized that English teachers employ the two approaches. To explore this topic and hypothesis, three semi

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Wang, Yu-Chi. "Anxiety in English language learning : a case study of Taiwanese university students on a study abroad programme." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/5396/.

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This study explored Taiwanese university English as a foreign language (EFL) learners' feelings of anxiety during a short-term study abroad (SA) programme. It aimed to discern what causes anxiety, how anxiety affects students' English language learning while abroad, and students' perceptions of the impact of the SA experience on their later English language learning and anxiety. The background to this research is the Taiwanese university context in which most students' English proficiency is limited. They are usually anxious about English language learning and especially about being involved i

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Abal, Abdulaziz. "A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/806.

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The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009;

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Wan, Hong. "Language anxiety in Chinese learners of English in the U.K. : conceptualisation of language anxiety in second language learning and its relationship with other leaner variables." Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/2635.

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This study focuses on the conceptualisation of language anxiety in foreign language learning and on its relationship with other learner variables in Chinese learners of English in the U.K. It documents Chinese learners‟ English anxiety experience in the U.K., proposes a model of language anxiety, and examines the relationship between language anxiety and the following learner variables: English proficiency, exposure to English out of class, language preferences when learning and using English out of class, second language motivation, attitude towards learning English, self-confidence, and sele

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Books on the topic "English learning anxiety"

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Lai, Hsiu-Ping (Show-Ping). The effect of anxiety on English learning of junior high school students in Taiwan u. The Author], 2002.

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He, Deyuan. Foreign Language Learning Anxiety in China: Theories and Applications in English Language Teaching. Springer, 2018.

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He, Deyuan. Foreign Language Learning Anxiety in China: Theories and Applications in English Language Teaching. Springer, 2018.

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He, Deyuan. Foreign Language Learning Anxiety in China: Theories and Applications in English Language Teaching. Springer, 2019.

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Xiaoteng, Yin. Foreign Language Anxiety. a Case Study of Chinese University Students Learning English As a Foreign Language. GRIN Verlag GmbH, 2016.

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Esham, Barbara. If You're So Smart, How Come You Can't Spell Mississippi? Mainstream Connections Publishing, 2008.

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Book chapters on the topic "English learning anxiety"

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He, Deyuan, and Noor Azam Haji-Othman. "Anxiety in English Language Learning." In Springer Texts in Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-66532-5_14.

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Suryatiningsih, Ninik, and Sugeng Pradikto. "The Students’ Perception of Learning English Anxiety." In Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-15-2_7.

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Marzec-Stawiarska, Małgorzata. "Investigating Foreign Language Speaking Anxiety Among Advanced Learners of English." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_7.

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Wu, Han. "A Study of Vocational College Students’ Anxiety in English Vocabulary Learning." In Communications in Computer and Information Science. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5209-8_28.

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Goda, Yoshiko, Masanori Yamada, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami. "Effects of Flipped Jigsaw Collaborative Learning on English as a Foreign Language Learning Anxiety." In Emerging Technologies for Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_69.

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Marzec-Stawiarska, Małgorzata. "An Investigation into Classroom-Related Foreign Language Speaking Anxiety Among in-Service Teachers of English." In Second Language Learning and Teaching. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_8.

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Bielak, Jakub. "The Effect of Strategy Instruction on English Majors’ Use of Affective Strategies and Anxiety Levels." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66975-5_14.

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Satake, Yoshiho, Shinji Yamamoto, and Hiroyuki Obari. "Effects of English-speaking lessons in virtual reality on EFL learners' confidence and anxiety." In Frontiers in Technology-Mediated Language Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003395218-3.

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Xiang, Xin, Chujun Hou, Leqi Peng, and Xiaohan Qian. "Investigating EFL Learners’ Self-efficacy and Their English Learning Anxiety in Chinese University English Classroom." In Proceedings of the 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-97-8_66.

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Sidhu, Gurnam Kaur, Peck Choo Lim, Yuen Fook Chan, Lai Fong Lee, Fazyudi Ahmad Nadzri, and Siti Hajar Aishah Mohd Azkah. "Anxiety in Learning English as a Second Language (ESL) Among Tertiary Students." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014). Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_52.

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Conference papers on the topic "English learning anxiety"

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Jing, Zhang, Li Yongjie, Li Shuhua, Ma Ruiqi, Zhang Xiaolan, and Zheng Xin. "Effects of Blended Learning by Gamification on Chinese College Students’ College English Learning Engagement and Foreign Language Anxiety." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00093.

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Na, Ni. "Anxiety about English Language Learning among University Students." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.116.

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Wang, Hui. "Approaches to Alleviating Anxiety in English Vocabulary Learning." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.17.

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Kim, Hyemin, and Elaine Vernadine A. Liongson. "English Language Learning Anxiety among Korean College Students in the Philippines." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.005.

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Abstract: Although a number of studies have been done about Foreign Language Anxiety among Korean students, limited studies have been done on foreign language anxiety toward Korean college students in the Philippines. This paper seeks to find out the factors that may affect foreign language anxiety of both male and female college students in learning English, their foreign language learning anxiety in terms of gender, and the factor that may decrease the anxiety of the participants. Data was gathered through the use of a Foreign Language Classroom Anxiety Scale (FLCAS), a Likert scale adopted

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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.

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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitatin

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Garaeva, U. A. "Psychological barriers in learning English." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-27.

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This article explores the psychological barriers in the process of learning the English language. It discusses factors such as stress, anxiety, and fear of making mistakes, and offers strategies and practices to overcome them. The influence of cultural differences on psychological aspects of learning is examined, along with recommendations for increasing motivation and confidence in one's abilities.

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Ramadhani, Tjitra. "Overcoming Anxiety in English Language Learning Through Drama Performance." In 7th South East Asia Design Research International Conference. Sanata Dharma University Press, 2020. http://dx.doi.org/10.24071/seadr.2019.20.

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Wang, Jing. "Research on Anxiety Control in Cooperative Learning of English." In 2017 3rd International Conference on Social Science and Higher Education. Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.111.

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Meng, Fanhong, and chi Feng. "Coping strategies for students' learning anxiety in college English classroom." In Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/ichssd-19.2019.42.

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Ho, Maki Terauchi. "Investigation of PoodLL ReadAloud in Moodle to reduce the foreign language learning anxiety in English and Japanese language classes." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16956.

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The advantages of learning a foreign language are widely acknowledged, and it is commonly understood that practice is essential for acquiring proficiency. However, learning another language has various obstacles, such as language learning anxiety which hinders students’ learning capabilities. There are many studies to attempt to identify the anxiety provoking factors (Cheng et al., 1999; Khattak et al., 2011; Onwuegbuzie et al., 2000; Sellers, 2000; Zheng, 2008). Recent technological advancement offers many potential methods to empower student learning without anxiety. This study aimed to inve

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