Relevant bibliographies by topics / Language anxiety

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language anxiety'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Language anxiety"

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Salim, Wan Iman Wan, Vijayaletchumy Subramaniam, and Arbaayah Ali Termizi. "Foreign Language Anxiety (FLA) in English Language Classroom." International Journal of Languages, Literature and Linguistics 3, no. 1 (March 2017): 5–12. http://dx.doi.org/10.18178/ijlll.2017.3.1.101.

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Cheng, Rui, and Antony Erben. "Language Anxiety." Journal of Studies in International Education 16, no. 5 (September 16, 2011): 477–97. http://dx.doi.org/10.1177/1028315311421841.

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Hsiao, Tsung-Yuan, and Wen-Ta Tseng. "A Meta-Analysis of Test-Retest Reliability in Language Anxiety Research: Is Language Anxiety Stable or Variable?" SAGE Open 12, no. 4 (October 2022): 215824402211346. http://dx.doi.org/10.1177/21582440221134619.

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Researchers have agreed that language anxiety is situation-specific; however, whether existing instruments measure stable or transient components of this anxiety remains controversial. Therefore, this study examined language anxiety’s trait stability and state variability. The results from synthesizing 21 test-retest correlations based on existing scales showed a large effect ( r = .82). Meta-regression and subgroup analyses revealed that the aggregated correlation varied with target languages, but not with age, measuring scales, or retest intervals. The overall results provide evidence that situation-specific language anxiety, as measured by existing scales, is as stable as broad personality traits are, but it is not a personality trait. This finding suggests a need to develop anxiety instruments for transient state language anxiety that will complement rather than replace existing scales that are capable of measuring the temporal stability of language anxiety. This finding also provides implications for language research and practice with regard to anxiety, and for research on other individual-difference variables and their measurement.
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Mihaljević Djigunović, Jelena. "Language anxiety and language processing." EUROSLA Yearbook 6 (July 20, 2006): 191–212. http://dx.doi.org/10.1075/eurosla.6.12mih.

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This paper focuses on two studies into the effects of language anxiety on language processing. Using samples of Croatian L1 — English L2 speakers performing two picture description tasks (one in L1 and one in L2), the studies analysed their oral productions in order to identify a number of temporal and hesitation signals of planning processes. The findings suggest that observing learners using audio and video equipment and trying to increase their anxiety through interpersonal style does not produce a significant difference. However, learners watching someone apparently taking notes on their performance seemed to be significantly anxiety provoking. Qualitative analysis suggests that, in comparison with low anxiety language users, high anxiety language users produce longer texts in L2 than in L1, produce smaller amounts of continuous speech in both L1 and L2, produce filled pauses with a higher mean length in L2 than in L1, have longer mid-clause pauses, fewer repetitions, and make more false starts.
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Nilsson, Maria. "Foreign language anxiety." Apples - Journal of Applied Language Studies 13, no. 2 (March 19, 2019): 1–21. http://dx.doi.org/10.17011/apples/urn.201902191584.

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Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.
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Fondo, Marta. "Foreign Language Anxiety." Proceedings of the International Association for Business and Society 30 (2019): 82–97. http://dx.doi.org/10.5840/iabsproc20193011.

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Have you ever felt nervous, inappropriate, insecure or worried when trying to communicate in a foreign language? Have you ever feared to make mistakes, being negatively judged or misunderstood when talking to foreigners? Do you know someone who has experienced those situations? If yes, please, keep on reading. All these negative feelings are common in many and diverse situations when using a foreign language. They are the result of experiencing Foreign Language Anxiety (FLA) a situational, dysphoric and debilitating anxiety coined by Horwitz, Horwitz and Cope in 1986. Nowadays, multiculturalism and multilingualism are part of our daily lives as well as communication in a foreign language and with foreigners. Hence, FLA is not a problem restricted to foreign language learning scenarios anymore. This innovative session aims to inform and raise awareness of FLA presence and effects in professional and educational contexts, beyond FL classrooms and learning settings.
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Avhustiuk, Mariia M. "PSYCHOLOGICAL ASSISTANCE IN REDUCING ENGLISH LANGUAGE ANXIETY IN UNIVERSITY STUDENTS." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 26–34. http://dx.doi.org/10.25264/2415-7384-2021-12-26-34.

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The aim of the paper is to outline some possible ways of psychological assistance in defining and reducing foreign language anxiety in university students. In this context the analysis focuses on a theoretical study of language anxiety in the psychological literature and states its role in learning foreign languages and studying in university in general, highlights and explains some reasons of language anxiety, analyses its peculiarities and effect on the efficacy of learning foreign languages. Moreover, we aim at defining some possible ways of detection, prevention, and reducing foreign language anxiety trying to analyse some existent in psychological literature methods and practical questionnaires. To do this, we divide some practical methods available in the scientific psychological literature into the questionnaires aimed at detecting and preventing language anxiety (“Foreign Language Classroom Anxiety Scale” (FLCAS), “Language Learners’ Anxiety and Motivation”, “The Anxiety Scale”, “Test Anxiety Scale”, “Fear of Negative Evaluation”, etc.) and questionnaires that help reduce language anxiety (“Foreign Language Speaking Anxiety Scale”, “The Self-Regulated Foreign Language Learning Questionnaire”, “SWOT Analysis”, “Self-Regulation Questionnaire”, “Metacognitive Awareness Inventory”, “Promoting Student Metacogniton about Learning”, etc.). We also mention impact of self-regulated learning and importance of playing activities (games) during efficient learning, specify the role of fossilization. Practical implication of the paper is to provide the results of the students of the International Relations Department (N = 153) who voluntarily answered the questions of the adapted and translated into Ukrainian version of the “Foreign Language Classroom Anxiety Scale” (FLCAS). Our findings suggest that significant English language anxiety is experienced by many students. Finally, some implications for the next studies are proposed.
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Cakici, Dilek. "The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement." English Language Teaching 9, no. 8 (July 3, 2016): 190. http://dx.doi.org/10.5539/elt.v9n8p190.

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<p class="Default">The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students’ language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students’ TA and their language achievement. It was also found a significant positive correlation between students’ TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students’ FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.</p>
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Sorokoumova, Galina V., Olga V. Shurygina, Tatyana E. Egorova, Irina V. Burova, and Yulia Y. Pospelova. "The use of gaming technologies in foreign language classes as a way to prevent and correct language anxiety." SHS Web of Conferences 117 (2021): 03002. http://dx.doi.org/10.1051/shsconf/202111703002.

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The paper looks into the problem of finding methods and educational technologies that reveal the creative potential of students, ensure their involvement in the educational process, and ensure the prevention and correction of psychological problems the students might have. The authors review the value of gaming technologies, the peculiarities of their use in teaching foreign languages, especially in connection with the emergence of language anxiety of students, and analyze the types of language anxiety and the role of gaming technologies in the prevention and correction of language anxiety of students. The paper focuses on the causes of language anxiety in teenage students. The study aimed to look into the influence of game forms of education on the reduction of language anxiety of school students learning foreign languages. To achieve the goal and confirm the hypothesis put forward, the authors used the method of measuring language anxiety during the study of a foreign language by Horwitz (Foreign Language Classroom Anxiety Scale). At the formative stage, a set of games was developed, which was used in German lessons with students of the experimental group for one month. Further, the paper analyzes the results of the study of the influence of game forms of learning on the reduction of language anxiety in the study of foreign languages. The paper has not only theoretical significance in terms of considering language anxiety, but also practical significance and novelty because the results of the study showed the high efficiency of gaming technologies and confirmed the fundamental possibility of prevention and psychocorrection of language anxiety with their help.
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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (December 2, 2016): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s15.

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Dissertations / Theses on the topic "Language anxiety"

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Brennan, Kerry Anne. "Second Language Anxiety and Task Complexity." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400946.

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Throughout history there has been tremendous debate about what comprises the best methods and approaches to foreign or second language (L2) teaching and learning, without any decisive universal conclusions. Since the 1980s, however, task-based approaches to language teaching have offered what theoretically appears to be the most efficient option for adapting to the plethora of learner needs that may affect second language acquisition (SLA). Task-based syllabi have been based on the premise that task design should initiate from the learners’ ‘needs- analysis’ of which ‘real-life’ tasks are the most applicable to their situation (Long & Crookes, 1992; Long 2005). Once the needs are determined, pedagogic tasks and syllabi are subsequently designed and progressively sequenced a in more cognitively demanding manner which should lead to SLA. However, the ongoing debate in task-based research and pedagogy has been the lack of a collective standard to effectively and systematically determine the best way to design, select and implement pedagogic tasks in order to best facilitate L2 language learning and acquisition. SLA researchers have rigorously attempted to address this issue, and as a result, there have been promising findings. The task-based sequencing frameworks proposed by Robinson (2001, 2003, 2005, 2007,; Robinson and Gilabert, 2007; Robinson 2011, 2015) and Skehan (1996, Skehan & Foster, 1999; Skehan & Foster, 2001; Skehan, 2009) have both posited important theoretical and practical methods of selecting and implementing L2 tasks in order to promote SLA. As a result, their models have gained much attention in SLA research throughout the last decade. This dissertation describes some of the main tenets of these models, which include giving importance to the effects that L2 task design features, contextual factors, and learner factors have on successful SLA. However, the main focus will be on how they define task design features and the effects on learner factors. Furthermore, it will be highlighted here that neither model has fully clarified how to address foreign language anxiety (FLA) as affected by task design features. FLA has been a widely researched variable in SLA, most frequently focusing on the impact that it has on L2 performance and acquisition, yet there are few studies conducted specifically in the task- based context. Therefore, the experimental study described in this dissertation set out to contribute to this gap in the research. Thus, the aim of this study was twofold. First, to explore the effects of whether the sequencing of L2 tasks in terms of task-type and task complexity, had any effect on the participants’ state anxiety levels. Second, to explore whether state anxiety could be identified during task-based oral performance by using a scale designed for the current study. There were 108 EFL participants from the University of Barcelona who took part in this mixed-methods design study. First, the overall general FLA scores were determined through a widely used instrument: the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986). Next, the state anxiety levels were rated through the use of two Likert scales that were adapted and designed for this study: The Anxometer and the Task Anxiety Reflection Scale (TARS). The TARS also included open-ended questions to add qualitative support to the findings. The results indicated that the state anxiety scales were successful at analyzing how the students felt during L2 oral task performance that had been manipulated in terms of task-type, task complexity, and sequencing. Additional results indicated that the FLCAS scale only mildly predicted the state anxiety ratings. These results have extended the study of how L2 task features, based on sequence and complexity, affect learners’ state anxiety levels. Further studies are needed to see what effects these findings have on task-based performance.
Al llarg de la història ha existit un gran debat sobre quins són els millors mètodes i enfocaments per a l’aprenentatge i ensenyament de segones llengües o llengües estrangeres, un debat que no ha arribat encara a cap conclusió universal. Des dels anys 80, l’enfocament basat en tasques ha ofert el a nivell teòric és una opció eficient que s’adapta a tota una sèrie de necessitats per part dels aprenent susceptibles d’afectar de manera positiva els processos d’adquisició de segones llengües. Els programes basats en tasques han partit de la premissa de que el disseny de tasques s’hauria de començar a partir de l’anàlisi de les necessitats respecte de les tasques reals que millor s’adaptin a la situació dels estudiants (Long & Crookes, 1992; Long 2005). Un cop es determinen aquestes necessitats, es poden dissenyar programes en que les tasques es seqüencien de manera progressivament més complexa, el que pot portar potencialment a l’adquisició de segones llengües. Tanmateix, un dels debats dins l’àmbit de la recerca i la pedagogia basades en tasques ha estat la manca d’uns estàndards col·lectius per determinar de manera efectiva i sistemàtica la millor manera de dissenyar, seleccionar i implementar les tasques de manera que facilitin l’aprenentatge i adquisició llengües estrangeres. La recerca en adquisició de llengües han intentar resoldre aquesta qüestió de manera rigorosa que ha portat a resultats prometedors. Els marcs per a la seqüenciació de tasques proposat per Robinson (2001, 2003, 2005, 2007; Robinson i Gilabert, 2007; Robinson 2011, 2015) i Skehan (1996, Skehan & Foster, 1999; Skehan & Foster, 2001; Skehan, 2009) han postulat mètodes importants a nivell teòric i pràctic per a seleccionar i implementar viii Second Language Anxiety and Task Complexity tasques que portin a l’adquisició de segones llengües. Aquests mètodes han estat centrals en la recerca en el camp de l’adquisició de la darrera dècada. Aquesta tesi doctoral descriu els principals arguments d’aquests models que posan l’èmfasi sobre el efectes que la manipulació del disseny de les característiques de les tasques, el factors contextuals, i els factors dels aprenents poden tenir sobre una adquisició de segones llengües exitosa. Aquest treball es focalitza en com aquest models defineixen les característiques de disseny de les taques i el seus efectes sobre el factors del aprenents. De manera més concreta, el treball destaca com cap dels models ha aclarit com tractar l’ansietat respecte de les llengües estrangeres i com aquest queda afectada per les característiques del disseny de les taques. L’ansietat respecte de les llengües estrangeres ha esta estudiada àmpliament en el camp de l’adquisició de segones llengües en relació a l’impacte que té sobre l’ús i adquisició de segones llengües, sense que s’hagi estudiat en el context de l’aprenentatge basat en tasques. Aquest estudi experimental es planteja cobrir aquesta mancança en aquest camp de recerca. L’objectiu d’aquest estudi es doble. D’una banda s’investiga els efectes que la seqüencia de les tasques, en termes de tipus de tasca i complexitat cognitiva de la tasca, pugui tenir sobre el nivells d’ansietat dels participants. D’una altra banda, s’explora si els nivells d’ansietat poden ser detectats per una escala dissenyada específicament per al context de les tasques. 108 aprenents d’anglès com llengua estrangera de la Universitat de Barcelona particpen en un estudi amb un disseny metodològic mixt. En primer lloc, es determinen els nivells d’ansietat general mitjançant un instrument àmpliament utilitzat a la recerca com és el FCLAS (Escala d’Ansietat a l’Aula de Llengües Estrangeres - Horwitz, Horwitz, & Cope, 1986). En segon lloc, es mesuren els nivells d’ansietat ix Second Language Anxiety and Task Complexity específica en la realització de la tasca mitjançant dues escales de Likert adaptades i dissenyades per a aquest estudi: l’Ansiometre i l’Escala de Reflexió sobre l’Ansietat de la Tasca (TARS). L’escala TARS també inclou preguntes obertes que aporten un suport qualitatiu als resultats. El resultats indiquen que les escales d’ansietat específiques discriminen de manera efectiva els diferents nivells d’ansietat durant la realització de tasques el disseny de les quals has estat manipulat a nivell del tipus de tasques, la seva complexitat cognitiva, i la seva seqüència. Anàlisis addicionals indiquen que l’escala d’ansietat general FCLAS només prediu de manera mínima a moderada el nivell d’ansietat específica durant la realització de les tasques. Aquests resultats aporten més llum sobre com les característiques de les taques, basades en la seva seqüenciació i la seva complexitat, afecten el nivells d’ansietat dels aprenents de segones llengües. L’estudi conclou tot remarcant la necessitat de realitzar més estudis que investiguin la relació entre aquests resultats i el resultats lingüístics derivats de la realització de tasques.
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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.

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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.
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Lenzo, Katherine E. "An introspective study of language learning anxiety." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239625134.

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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 selected demographic variables (e.g. gender, age, educational level). Data were collected through the administration of a detailed questionnaire (including 120 questions), to most of which participants responded on a 1-5 Likert scale. A total of 177 Chinese students who enrolled on English programs at Newcastle University participated in this study. The data was analysed using a range of statistical methods (e.g. correlation and factor analysis). This study found that participants experienced low or moderate anxiety both in and out of class. Compared with Liu (2006), Chinese learners in the U.K. generally possess lower levels of anxiety than those in China in most aspects of classroom- based English learning. However, the learners in the U.K. feel more anxious when not understanding something in class than those in China. Factor analyses suggest six components for the construct of classroom-based anxiety: speaking-related anxiety; English-classes related anxiety; negative comparative self- evaluation; comprehension-related anxiety; fear of negative evaluation from the teacher; and fear of learning English grammars, and three components for anxiety out of class: anxiety experienced in handling difficult conversations; in routine conversations; and in the conversations with friends or foreigners. A positive relationship is also found between these two anxiety scales. The results show a negative relationship between language anxiety and exposure to English and language preferences, suggesting that the more English the learners choose to use or are exposed to, the less anxiety they feel in and out of class. Language anxiety is negatively linked with proficiency, intrinsic motivation, and self- confidence, but positively related to ought-to self. It is not correlated with demographic variables, integrative and instrumental motivation, and ideal self. Furthermore, ought-to self and IELTS scores were more strongly related to classroom-based anxiety than anxiety out of class; whereas self-confidence and perceived proficiency were more strongly related to anxiety out of class than classroom-based anxiety. This study extends the current language anxiety research in several ways. It explores the dual model of language anxiety by firstly identifying the components of classroom-based anxiety and anxiety out of class, secondly looking at their relationship with demographic, academic and psychological variables, and finally comparing the strength of these correlations in order to reveal whether they are affected by the same variables. These relationships, e.g. between language anxiety and exposure to English, language preference, exposure to ideal and ought-to self, and the different effects these variables have on classroom-based anxiety and anxiety out of class, have been under researched to-date. This study provides some new insights into language anxiety research. The findings suggest that the role of context outside the classroom may be responsible for some of the Chinese learners‟ anxiety experience in an English-dominated environment. Particularly, it can be used to explain some of the differences related to learners‟ English language anxiety experienced in China and in the U.K.
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Basic, Lejla. "Speaking anxiety : An obstacle to second language learning?" Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10831.

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Language is a system for communication, for that reason it is evident that communication skills are a big part of learning a language. To practice speaking is therefore a central part of English lessons in schools today. However, to make students speak the target language is not always easy and there can be several different reasons why this is the case. The current study investigates one possible reason, namely speaking anxiety and its influence on second language acquisition. The study’s purpose was to examine how a teacher can encourage students to communicate orally but also to learn why the phenomenon is not dealt with more in schools. The study is mainly based on literature but also contains an interview with two upper secondary teachers. It is found that speaking anxiety inhibits students from speaking which has a negative effect on their oral skills. The study also shows that speaking anxiety is not a prioritized problem in schools, a reason can be that speaking anxiety is not seen as a problem concerning language teaching since it can be considered as a social difficulty. Nevertheless, since oral proficiency is a big part of the English course in the Swedish upper secondary school, speaking anxious students have a harder time mastering the goals for education than other students. In order to encourage speaking in a classroom it is important to strive for a pleasant atmosphere where every student can feel relaxed and motivated to communicate orally.
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Alghothani, Dima. "Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538.

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Eriksson, Daniel. "Teachers’ Perspectives on Foreign Language Speaking Anxiety : A Qualitative Study of Foreign Language Speaking Anxiety in a Swedish Upper Secondary School Context." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78319.

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The aim of the present study was to find out about teachers’ awareness, experiences and specific strategies used when dealing with Foreign Language Speaking Anxiety in the subject of English in Swedish upper secondary schools. Five teachers were interviewed to find out about their awareness and experiences of what contributes to Foreign Language Speaking Anxiety, and what manifestations students show who suffer from it. Further, the interviews also intended to find out about the teachers’ specific strategies used in order to reduce Foreign Language Speaking Anxiety. The results demonstrated that the anxious students generally are those who put unrealistic demands on themselves and feel that anything less than an excellent outcome is a failure. All participants agreed that two contributing factors to Foreign Language Speaking Anxiety are the fear of being embarrassed in front of others, and the emotional aspect of low self-confidence or self-esteem. Students tend to fear speaking situations where others could evaluate them negatively, which probably has to do with low self-confidence or self-esteem. The most evident manifestation of Foreign Language Speaking Anxiety proved to be the strategy of avoidance, where students can refuse to speak, become silent, or do not even show up for speaking activities. The most extensively used strategy for reducing Foreign Language Speaking Anxiety turned out to be dividing students into smaller groups, in order to make each student feel more comfortable speaking English. However, the results also brought up some interesting strategies used not mentioned in previous research.
Syftet med denna studie var att ta reda på lärarnas medvetenhet, erfarenheter och specifika strategier som de använder sig av när det kommer till talängslan i främmande språk i en svensk gymnasieskolekontext. Fem lärare intervjuades för att få reda på deras medvetenhet och erfarenheter kring vad som bidrar till talängslan i främmande språk och hur det yttrar sig hos eleverna som lider av det. Vidare så var även syftet att ta reda på specifika strategier lärarna använder sig av i undervisningen för att reducera talängslan i främmande språk. Resultaten visade att oroliga studenter oftast är de som ställer orealistiska krav på sig själva och känner att allt utom ett utmärkt resultat är ett misslyckande. Alla deltagare var överens om att två bidragande orsaker till talängslan i främmande språk är rädslan för att bli generad framför andra, och den känslomässiga aspekten av lågt självförtroende eller självkänsla. Eleverna tenderar att vara oroliga i talsituationer där andra skulle kunna bedöma dem negativt, vilket antagligen har att göra med lågt självförtroende eller självkänsla. Det mest uppenbara yttrandet för talängslan i främmande språk visade sig vara undvikande, som till exempel, att eleverna vägrar att prata, blir tystlåtna, eller inte ens är närvarande under talaktiviteten. Den mest använda strategin för att reducera talängslan i främmande språk visade sig vara att dela upp eleverna i mindre grupper för att de skall känna sig mer bekväma med att tala engelska. Resultaten visade även på några intressanta strategier som inte nämnts i tidigare forskning.
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SILVEIRA, FERNANDA VIEIRA DA ROCHA. "REFRAMING FOREIGN LANGUAGE ANXIETY THROUGH BELIEFS: AN EXPLORATORY STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21054@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O objetivo desta tese é apresentar e discutir os indícios de ressignificação da ansiedade na aprendizagem/uso de línguas estrangeiras ao longo do percurso reflexivo desenvolvido durante doze sessões exploratórias realizadas entre os meses de abril e setembro de 2010, das quais participamos Lea, Mila e eu. Durante os encontros, buscamos a (co)construção de entendimentos acerca dos porquês envolvidos na ansiedade sentida pelas participantes em situações envolvendo línguas estrangeiras. Conhecemos as crenças atuais das aprendizes para relacioná-las aos construtos da ansiedade. Tendo como base filosófica a Prática Exploratória (ALLWRIGHT, 1991, 2009), a arquitetura teórica da pesquisa ilustra seu caráter multifacetado e baseia-se nos estudos acerca da ansiedade, apresentando suas bases neurais (DAMASIO, 2004; LEDOUX, 2004; BISHOP, 2007) e seu viés social, relacionado à aprendizagem e uso das línguas estrangeiras (BROWN, 1973; GUIORA, 1983; HORWITZ et al. 1986; MACINTYRE, 1999; YOUNG, 1999; GREGERSEN, 2003, 2005; HORWITZ, 2008, MARK, 2011, dentre outros ); nos estudos sobre as emoções (LUPTON, 1994; DAMASIO, 2004), crenças (BARCELOS, 1995, 2000, 2003, 2007, 2010); construções identitárias (BUCHOLTZ e HALL, 2005).O Sistema de Avaliatividade (MARTIN 2001, 2006; MARTIN e WHITE, 2005) foi utilizado como instrumento de análise das avaliações que emergiram durante o processo reflexivo. Fragmentos de doze sessões exploratórias, assim como as mensagens escritas pela participante focal, Mila, foram selecionados como instanciações de reflexões sobre vivências de ansiedade na aprendizagem e uso das línguas estrangeiras. A análise microdiscursiva dos fragmentos foi conduzida de modo a focar no léxico avaliativo referente aos subsistemas AFETO, APRECIAÇÃO e JULGAMENTO, permeados pela GRADAÇÃO e localizados em um continuum de polaridades positiva e negativa. A configuração discursiva das sessões exploratórias ensejou o surgimento e discussões de nossas crenças, momentos de (re)construção identitária, dentre outras questões, na medida em que buscávamos fazer sentido de nossas práticas. O movimento de refletir sobre essas crenças e questioná-las contribuiu para o desenvolvimento de entendimentos e ressignificação da ansiedade sentida pela participante focal.
The objective of this thesis is to present and discuss the reframing of foreign language anxiety which was observed to happen during a reflective journey developed throughout twelve exploratory sessions that were held between April and September in 2010. During the meetings, in which Lea, Mila and I participated, we sought to (re)construct our understandings of the puzzles that involved the participants’ anxiety in situations of learning and using the foreign languages. We became aware of the participants’ current beliefs in order to relate them to the anxiety construct. Taking Exploratory Practice (ALLWRIGHT, 1991, 2009) as the philosophical basis, the theoretical architecture of the research illustrates its multifaceted feature, as it is based on the studies regarding anxiety, presenting its neural bases (DAMASIO, 2004; LEDOUX, 2004; BISHOP, 2007), as well as its social bias related to foreign language learning and use (BROWN, 1973; KLEINMANN, 1977; GUIORA, 1983; HORWITZ et al. 1986; EHRMAN, 1996; MACINTYRE, 1999; YOUNG, 1999; GREGERSEN, 2003, 2005; KONDO e YING-LING, 2004; MILLS ET AL. 2006; HORWITZ, 2008, MARK, 2011) The study is also based on the studies of emotions (LUPTON, 1994; DAMASIO, 2004), beliefs (BARCELOS, 1995, 2000, 2003, 2007, 2010), of identity construction (BUCHOLTZ e HALL, 2005) referring to foreign language learning and use, and of Appraisal Theory (MARTIN 2001, 2006; MARTIN e WHITE, 2005) as the analytical tool for the evaluations which have emerged during the reflective process. Fragments from the twelve exploratory sessions, as well as messages written by the focal participant, Mila, have been selected as reflective instances of perceived anxiety experienced in relation to foreign language learning and use. The micro-discursive analysis of the fragments have focused on the evaluative lexicon that relates to the subsystems of AFFECT, APPRECIATION, and JUDGEMENT, permeated by GRADUATION, all located on a continuum of positive and negative polarities. The discursive configuration of the exploratory sessions has emerged from the discussions of our beliefs, moments of identity (re)construction, among other issues, while we sought to make sense of our practices. The movement of reflecting and questioning these beliefs has contributed to the development of understandings and reframing the anxiety as perceived by the focal participant.
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Thornton, Barbara. "Language anxiety in 14-16 year old FL learners." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30880.

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Language anxiety is a type of situational anxiety closely linked to communication apprehension. This thesis examines the phenomenon of language anxiety in 14-16 year old learners in the UK and proposes a contextually-based model to account for the variables involved. The research consists of two main parts: a survey of 607 learners using a modified version of the FLCAS (Foreign Language Communications Anxiety Scale) and a case study of 53 learners of different ability levels from the same school. Results from the survey showed that language anxiety existed in significant numbers and that it was linked with gender and perceived difficulty of the language. Investigations during the period of the case study further demonstrated a negative correlation between achievement (as measured by self-report) and anxiety levels. While anxiety about the act of communicating was felt to have a generally negative effect on learning, in contrast to a number of other studies, test anxiety was found to have a generally facilitating effect providing the test was pitched at an appropriate level of difficulty. The findings of the case study uncovered a range of sources of language anxiety. These included negative experiences in the past, usually involving a teacher. A number of classroom practices such as error correction and certain types of group work were also found to be further causes of anxiety, as were feelings of conspicuousness and the reaction of peers. The implications of the research for the classroom teacher are discussed and ways in which anxiety can be minimised are outlined. Areas for further investigation are suggested in order to further both theory and practice.
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Remes, Linn. "Teachers’ perceptions of pupils’ foreign language anxiety and motivation." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36700.

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Many pupils all over the world might experience foreign language anxiety which has a majorimpact on pupils’ development. Because of this, and because of personal experiences of thesubject, the aim of this thesis was to investigate teachers’ experience of foreign languageanxiety and motivational factors regarding Swedish pupils in grade 1-3. This study investigatedhow the teachers notice pupils who have foreign language anxiety and how they manage towork with them to make them motivated. The focus has been on the oral parts of the Englishsubject. The study was conducted by interviewing six teachers from different schools inSweden. Semi-structured interviews were made with teachers who had experience of the subjectto develop a deeper understanding of their experience and working methods. To analyze theresults, cognitive motivation theory and Skinners behavioristic theory have been used assupport. The results showed that foreign language anxiety is a common challenge in school andthat it can depend on what grade the pupils were in. Some of the participating teachers find itdifficult to manage to work with these pupils since they do not specifically know how to adaptthe teaching to the pupils so they will be able to overcome their anxiety. However, the resultshave showed that the teacher-pupil relationship and the classroom environment play a big rolewhen it comes to foreign language anxiety.

Engelska

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Books on the topic "Language anxiety"

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İpek, Hülya. Foreign language teaching anxiety. Eskişehir: T.C. Anadolu Üniversitesi, 2007.

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Gkonou, Christina, Mark Daubney, and Jean-Marc Dewaele, eds. New Insights into Language Anxiety. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097722.

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He, Deyuan. Foreign Language Learning Anxiety in China. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7662-6.

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Szyszka, Magdalena. Pronunciation Learning Strategies and Language Anxiety. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50642-5.

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Huang, Jinyan. Overcoming anxiety in foreign language classrooms. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Piechurska-Kuciel, Ewa. Language anxiety in secondary grammar school students. Opole: Wydawn. Uniwersytetu Opolskiego, 2008.

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1956-, Young Dolly J., ed. Language anxiety: From theory and research to classroom implications. Englewood Cliffs, N.J: Prentice Hall, 1991.

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Foreign language anxiety and the advanced language learner: A study of Hungarian students of English as a foreign language. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Meihua, Liu. Reticence and anxiety in oral English lessons. Bern: Peter Lang, 2009.

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McGee, Alyson. Investigating language anxiety through action inquiry: Developing good research practices. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1999.

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Book chapters on the topic "Language anxiety"

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Baran-Łucarz, Małgorzata. "Language Anxiety." In The Routledge Handbook of Second Language Acquisition and Speaking, 83–96. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003022497-8.

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Cheng, Liying, and Ying Zheng. "Measuring Anxiety." In The Routledge Handbook of Second Language Acquisition and Language Testing, 177–86. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-20.

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Mercado, Gustavo. "anxiety." In The Filmmaker's Eye: The Language of the Lens, 122–23. London; New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429446894-39.

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MacIntyre, Peter D., and Lanxi Wang. "Anxiety." In The Routledge Handbook of Second Language Acquisition and Individual Differences, 175–89. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003270546-15.

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Dewaele, Jean-Marc. "Results: Foreign Language Anxiety." In Emotions in Multiple Languages, 167–88. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230289505_10.

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MacIntyre, Peter D. "3. Motivation, anxiety and emotion in second language acquisition." In Language Learning & Language Teaching, 45–68. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.2.05mac.

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Daubney, Mark, Jean-Marc Dewaele, and Christina Gkonou. "1. Introduction." In New Insights into Language Anxiety, edited by Christina Gkonou, Mark Daubney, and Jean-Marc Dewaele, 1–8. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097722-002.

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MacIntyre, Peter D. "2. An Overview of Language Anxiety Research and Trends in its Development." In New Insights into Language Anxiety, edited by Christina Gkonou, Mark Daubney, and Jean-Marc Dewaele, 11–30. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097722-003.

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Horwitz, Elaine K. "3. On the Misreading of Horwitz, Horwitz and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners." In New Insights into Language Anxiety, edited by Christina Gkonou, Mark Daubney, and Jean-Marc Dewaele, 31–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097722-004.

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Şimşek, Erdi, and Zoltán Dörnyei. "4. Anxiety and L2 Self-Images: The ‘Anxious Self’." In New Insights into Language Anxiety, edited by Christina Gkonou, Mark Daubney, and Jean-Marc Dewaele, 51–69. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097722-005.

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Conference papers on the topic "Language anxiety"

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Zhang, Xie, and Huanqi Ji. "Language Anxiety and Foreign Language Teaching." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.13.

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Li, Xianwei, and Xin Wang. "Language Anxiety in English Performance." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.167.

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Hu, Ling, and Na Wang. "Anxiety in Foreign Language Learning." In 2014 International Conference on Global Economy, Commerce and Service Science (GECSS-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gecss-14.2014.31.

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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 from Yassin (2015) and was analyzed by getting the mean, while the findings were interpreted using the mean scale proposed by Mamhot, Martin & Masangya (2013). Surprisingly, the result revealed that foreign language anxiety is not significant among Korean students. Moreover, the female participants showed higher confidence in speaking and using the language compared to male participants in some aspects. Keywords: EFL; FLCAS, foreign language anxiety; gender
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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 facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.
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Genç, Gülten, Emine Kuluşaklı, and Savaş Aydın. "FOREIGN LANGUAGE SPEAKING ANXIETY AND ANXIETY COPING STRATEGIES EMPLOYED BY TURKISH EFL LEARNERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1105.

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Shu, Lina. "Language Anxiety in Second Language Acquisition: A Systematic Review (Poster 28)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893062.

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Shu, Lina. "Language Anxiety in Second Language Acquisition: A Systematic Review (Poster 28)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893062.

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Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.

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In second language teaching and learning the building of trust relationships and the creation of a mutually supportive atmosphere can be fundamental: It is well recognized that affective concerns, such as anxiety and communication apprehension, are more salient in the language classroom (Hernández &amp; Rankin, 2015). Practitioners have long been aware of the importance of reducing learner anxiety and one way that has been shown to be effective is motivation (Gardner, 1985). This paper will consider how the use of the smart personal response system Socrative can help address learner anxiety, foster motivation and encourage participation. It will examine theoretical approaches to foreign language anxiety, as well as reviewing motivational factors in language learning. It will also present qualitative evaluations of using Socrative in the third-level language classroom in both small and larger group settings. The introduction of Socrative has thus far yielded encouraging results, increasing student engagement, promoting interaction, L2 production and more effective learning, alongside a more comprehensive evaluation of student understanding and knowledge retention. As regards its effectiveness in addressing FLA, initial qualitative results suggest that it can be an effective tool in helping to foster a mutually supportive identity and a low-anxiety atmosphere in the classroom.
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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). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.116.

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Reports on the topic "Language anxiety"

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Mitchell, James. Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6229.

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Yoshikawa, Sawako. Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7080.

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Malinauskas, Romualdas, and Vilija Malinauskiene. Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety and Depression among University Students During COVID-19 Pandemic. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0054.

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Review question / Objective: The objective of this study was to investigate the effects of internet-based intervention programs for reducing stress, anxiety and depression among university students during COVID-19 pandemic by conducting a meta-analysis Eligibility criteria: Inclusion criteria above all else for the current analysis were the following: (1) journal articles and "un-published" Ph.D. dissertations, which give a quantitative assessment of the viability of intervention for reducing stress, anxiety, and depression among college under-graduates and graduates in the pandemic context; (2) studies targeting college undergraduate and graduate during COVID-19, aged 18 years or older; (3) studies with publication dates between 2020-2022, while COVID-19 restrictions started in 2020 and went on until 2022; (4) full-text studies published exclusively in English. Excluded from the review selection list were: (1) studies alluding to internet-based mental interventions that do not allude to the COVID-19 pandemic; (2) Studies with the principal text not published in English language (just tables were in English); (3) studies, which does not give signs of stress and/or anxiety and/or depression; and (4) internet-based mental interventions, which do not have a diminishing of stress and/or anxiety and/or depression as their essential intervention focus.
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WANG, Xuesong, Xuliang SHI, Jing LV, Juncha ZHANG, Yongli HUO, Guang ZUO, Guangtong LU, Cunzhi LIU, and Yanfen SHE. Acupuncture and Related Therapies for anxiety and depression in Diarrhoea-Predominant Irritable Bowel Syndrome(IBS-D): A Network Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0162.

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Review question / Objective: Acupuncture-related therapies are effective Diarrhoea-Predominant Irritable Bowel Syndrome(IBS-D), therefore, our aim was to evaluate and rank the effect of different acupuncture-related therapies for the anxiety-depression status of IBS-D patients. Eligibility criteria: The published randomized controlled trials (RCTs) of acupuncture-related therapies for the treatment of IBS-D, regardless of age and sex. Clear diagnostic criteria were required to confirm the diagnosis of IBS-D, Such as Rome I, Rome II, Rome III, Rome IV, and Chinese expert consensus. Interventions in the treatment group included various types of acupuncture-related therapies, including simple acupuncture (ACU), electroacupuncture (EA), warm acupuncture (WA), moxibustion (MOX), or a combination of acupuncture and drugs; the control group is anti-diarrheal or anti-spasmodic western medicine, or placebo, or comparison between various acupuncture-related therapies. The results of the report are required to include at least one of the following outcome indicators: (1) primary outcome: Hamilton anxiety rating scale( HAMA), hamilton depression rating scale(HAMD), self-rating anxiety scale (SAS), self-rating depression scale(SDS), secondary outcome: Response rate. The language of the publication was limited to Chinese or English.
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Wang, Lili, Xuesong Wang, Yin Wu, Lingxiao Ye, Yahua Zheng, and Rui Fan. The Effects of Non-Pharmacological Therapies for Psychological State of Medical Staff in the Post-epidemic Era: A Protocol Network Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0080.

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Review question / Objective: To compare and rank the clinical effects of Non-Pharmacological Therapies for Psychological State of Medical Staff in the Post-epidemic Eradifferent. Eligibility criteria: The published randomized controlled trials (RCT) of non-Pharmacological Therapies for Psychological State of Medical Staff in the Post-epidemic Era, regardless of age and gender. Patients had clear diagnostic criteria to be diagnosed. Interventions in the treatment group included were various types of non-pharmacological therapies, including various types of acupuncture therapies (such as simple acupuncture, electroacupuncture, warm acupuncture, acupuncture catgut embedding, Auricular therapy, or the combination of acupuncture and other Non-Pharmacological Therapies), meditation, Baduanjin, Tai Chi, aerobic exercise, yoga, psychotherapy, music therapy, etc.; the control group was conventional treatment groups or different non-pharmacological therapies compared with each other. The results of the report are required to include at least one of the following outcome indicators: The self-Rating Anxiety Scale (SAS), the Self-Rating Depression Scale (SDS), the Pittsburgh sleep quality index (PSQI), and effectiveness rate. The language of the publication is limited to Chinese or English.
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Zeng, Yongjian, Zhiyi Guo, Kejia Yang, Jing Lei, Zhidong Guo, and Xianjuan Sun. Deep brain stimulation in the treatment of Tourette's syndrome: a Meta analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0065.

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Review question / Objective: Patients who meet the clinical diagnostic criteria of Gilles de la Tourette syndrome (DSM-IV/DSM-V) are included, regardless of race, sex, age, etc. Deep brain electrical stimulation for the treatment of Tourette's syndrome, with no limit on the specific procedure and duration of stimulation. Randomized controlled trials were selected, the language was limited to Chinese and English, and there were no restrictions on race, age, sex and so on. The main outcome indicators were the Yale Global tic severity scale score. Other outcome indicators included the Modified Rush Video Rating Scale score, Beck's Depression Inventory score, State-Trait Anxiety Inventory score, Gilles de la Tourette Syndrome-Quality of Life Scale score and Yale Brown Obsessive Compulsive Scale score. Information sources: The Cochrane Library, Embase, Web of Science, MEDLINE and four Chinese electronic databases: China Biomedical Literature Database (CBM), China knowledge Network (CNKI), VIP Chinese Technical Journals Database (VIP), Wanfang Digital Database.The search time limit is from the self-built database to July 03, 2022.
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