Alrabai, F. (2015). The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety.
Innovation in Language Learning and Teaching,
9(2), 163-190.
https://doi.org/10.1080/17501229.2014.89020
Argaman, O., & Abu-Rabia, S. (2002). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers.
Language Culture and Curriculum,
15(2), 143-160.
https://doi.org/10.1080/07908310208666640
Arnold, J., & Brown, H. D. (1999). A map of the terrain.
Affect in language learning, 1, 790-791.
https://doi.org/10.2307/3587794
Bacon, S. M. (1989). Listening for Real in the Foreign‐Language Classroom 1.
Foreign Language Annals,
22(6), 543-550.
http://dx.doi.org/10.1111/j.1944-9720.1989.tb02781.x
Bai, S. (2023). The predictive effects of foreign language anxiety and boredom on willingness to communicate among Chinese struggling EFL learners.
Heliyon,
9(9).
https://doi.org/10.1016/j.heliyon.2023.e19610
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. Classroom oriented research in second language acquisition, 3(5), 67-102.
Bárkányi, Z. (2018). Can you teach me to speak? Oral practice and anxiety in a language MOOC.
Innovative language teaching and learning at university: integrating informal learning into formal language education, 9-16.
https://doi.org/10.14705/rpnet.2018.22.771
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety.
Computer Assisted Language Learning,
35(5-6), 1058-1089.
https://doi.org/10.1080/09588221.2020.1770293
Bensalem, E. (2018). Foreign language anxiety of EFL students: Examining the effect of self-efficacy, self-perceived proficiency and sociobiographical variables.
Arab World English Journal,
9(2).
https://doi.org/10.24093/awej/vol9no2.3
Bishop, S. J. (2009). Trait anxiety and impoverished prefrontal control of attention.
Nature neuroscience,
12(1), 92-98.
https://doi.org/10.1038/nn.2242
Cakici, D. (2016). The correlation among EFL learners' test anxiety, foreign language anxiety and language achievement.
English Language Teaching,
9(8), 190-203.
http://dx.doi.org/10.5539/elt.v9n8p190
Chen, Z., Zhang, P., Lin, Y., & Li, Y. (2024). Interactions of trait emotional intelligence, foreign language anxiety, and foreign language enjoyment in the foreign language speaking classroom.
Journal of Multilingual and Multicultural Development,
45(2), 374-394.
https://doi.org/10.1080/01434632.2021.1890754
Cheng, L. (2023). Delving into the role of mindfulness on the relationship among creativity, anxiety, and boredom of young EFL learners.
Heliyon,
9(2).
https://doi.org/10.1016/j.heliyon.2023.e13733
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety.
Foreign Language Annals,
35(6), 647-656.
https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation.
Journal of Second Language Writing,
13(4), 313-335.
https://doi.org/10.1016/j.jslw.2004.07.001
Chong, S. W., & Plonsky, L. (2023). A typology of secondary research in Applied Linguistics.
Applied Linguistics Review, 15(4).
https://doi.org/10.1515/applirev-2022-0189
Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality.
Research in the Teaching of English,
17(4), 327-341.
http://www.jstor.org/stable/40170968
Darmawangsa, D., Sukmayadi, V., & Yahya, A. H. (2020). First-year students’ communication apprehension in learning French as foreign language.
Indonesian Journal of Applied Linguistics,
10(2), 340-348.
https://doi.org/10.17509/ijal.v10i2.28599
Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi‐and multilinguals.
The Modern Language Journal,
97(3), 670-684.
https://doi.org/10.1111/j.1540-4781.2013.12036.x
Dewaele, J. M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda.
Foreign Language World,
196(1), 34-49.
https://d.wanfangdata.com.cn/periodical/wyj202001005
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom.
Studies in Second Language Learning and Teaching,
4(2), 237-274.
https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research.
Frontiers in Psychology,
10.
https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J. M., Petrides, K. V., & Furnham, A. (2008). Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation.
Language Learning,
58(4), 911-960.
https://doi.org/10.1111/j.1467-9922.2008.00482.x
Dewey, D. P., Belnap, R. K., & Steffen, P. (2018). Anxiety: stress, foreign language classroom anxiety, and enjoyment during study abroad in Amman, Jordan.
Annual Review of Applied Linguistics,
38, 140-161.
https://doi.org/10.1017/S0267190518000107
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom.
The Modern Language Journal,
89(2), 206-220.
https://doi.org/10.1111/J.1540-4781.2005.00275.X
Feng, L., & Rawian, R. M. (2023). The mediating role of motivation and language anxiety in increasing EFL learners’ working memory.
Language Related Research,
14(1), 335-358.
https://doi.org/10.29252/LRR.14.1.13
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning.
Language Learning,
43(2), 157-194.
https://doi.org/10.1111/j.1467-1770.1992.tb00714.x
Ghorbandordinejad, F., & Ahmadabad, R. M. (2016). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety.
Journal of Psycholinguistic Research,
45(3), 739-752.
https://doi.org/10.1007/s10936-015-9371-5
Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. The emotionally intelligent workplace, 13, 26.
Gregersen, T. S. (2003). To err is human: A reminder to teachers of language‐anxious students.
Foreign Language Annals,
36(1), 25-32.
https://doi.org/10.1111/j.1944-9720.2003.tb01929.x
Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non‐anxious language learners' reactions to their own oral performance.
The Modern Language Journal,
86(4), 562-570.
https://doi.org/10.2307/1192725
Gregersen, T., & MacIntyre, P. D. (2014).
Capitalizing on language learners' individuality: From premise to practice. Multilingual Matters.
https://doi.org/10.21832/9781783091218
Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips's MLJ study.
The Modern Language Journal,
96(2), 170-189.
https://doi.org/10.1111/j.1540-4781.2011.01174.x
Horwitz, E. K. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126. https://doi.org/10.1017/S0267190501000071.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety.
The Modern Language Journal,
70(2), 125-132.
https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Kamarulzaman, M. H., Ibrahim, N., Yunus, M. M., & Ishak, N. M. (2013). Language anxiety among gifted learners in Malaysia.
English Language Teaching,
6(3), 20-29.
https://doi.org/10.5539/elt.v6n3p20
Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan.
Elt Journal,
58(3), 258-265.
https://doi.org/10.1093/elt/58.3.258
Krashen, S. (1982).
Principles and practice in second language acquisition. Alemany Pr.
https://doi.org/10.2307/328293
Lazarus, R. S. (2006). Stress and emotion: A new synthesis. Springer.
Li, C. (2021). A control–value theory approach to boredom in English classes among university students in China.
The Modern Language Journal,
105(1), 317-334.
https://doi.org/10.1111/modl.12693
Liu, E., & Wang, J. (2021). Examining the relationship between grit and foreign language performance: Enjoyment and anxiety as mediators.
Frontiers in Psychology,
12.
https://doi.org/10.3389/fpsyg.2021.666892
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels.
System,
34(3), 301-316.
https://doi.org/10.1016/j.system.2006.04.004
Liu, M., & Wu, B. (2021). Teaching anxiety and foreign language anxiety among Chinese college English teachers.
Sage Open,
11(2).
https://doi.org/10.1177/21582440211016556
Liu, M., & Xiangming, L. (2019). Changes in and effects of anxiety on English test performance in Chinese postgraduate EFL classrooms.
Education Research International,
2019(1), 7213925.
https://doi.org/10.1155/2019/7213925
Liu, Y., & Wang, J. (2023). Strategies for reducing EFL learners' foreign language anxiety in online classes: Investigating teachers’ teaching credentials and experience.
Heliyon,
9(7).
https://doi.org/10.1016/j.heliyon.2023.e17579
Lozanov, G. (1971) Suggestology and Outlines of Suggestopedy, New York: Gordon & Breach 1978. Sugestologia (in Bulgarian). Sofia: Nauka i izkustvo.).
Lund, R. J. (1991). A comparison of second language listening and reading comprehension.
The Modern Language Journal,
75(2), 196-204.
http://dx.doi.org/10.1111/j.1540-4781.1991.tb05350.x
Luo, H. (2018). Predictors of foreign language anxiety: A study of college-level L2 learners of Chinese.
Chinese Journal of Applied Linguistics,
41(1), 3-24.
https://doi.org/10.1515/cjal-2018-0001
Ma, Y. (2022). The triarchy of L2 learners’ emotion, cognition, and language performance: Anxiety, self-efficacy, and speaking skill in lights of the emerging theories in SLA.
Frontiers in Psychology,
13, 1002492.
https://doi.org/10.3389/fpsyg.2022.1002492
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, 24(1), 34-70.
MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.),
New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Multilingual Matters.
https://doi.org/10.21832/9781783097722-003
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language.
Language learning,
44(2), 283-305.
https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In
Psychology for language learning: Insights from research, theory and practice (pp. 103-118). Palgrave Macmillan UK.
http://dx.doi.org/10.1057/9781137032829_8
Mahmoodzadeh, M. (2012). Investigating foreign language speaking anxiety within the EFL learner's interlanguage system: The case of Iranian learners.
Journal of Language Teaching and Research,
3(3), 466-476.
http://dx.doi.org/10.4304/jltr.3.3.466-476
Méndez López, M. G., & Peña Aguilar, A. (2013). Emotions as learning enhancers of foreign language learning motivation.
Profile Issues in Teachers’ Professional Development,
15(1), 109-124.
http://www.scielo.org.co/pdf/prf/v15n1/v15n1a08.pdf
Namaziandost, E., Hafezian, M., & Shafiee, S. (2018). Exploring the association among working memory, anxiety and Iranian EFL learners’ listening comprehension.
Asian-Pacific Journal of Second and Foreign Language Education,
3(1), 20.
https://doi.org/10.1186/s40862-018-0061-3
Oxford, R. L. (2017). Anxious language learners can change their minds: Ideas and strategies from traditional psychology and positive psychology. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.),
New insights into language anxiety: Theory, research and educational implications (pp. 179-199). De Gruyter.
https://doi.org/10.21832/9781783097722-011
Paradowski, M. B., Dmowska, K., & Czasak, D. (2015). Conquering foreign language anxiety related to speaking. In M. Paradowski (Ed.), Productive foreign language skills for an intercultural world. A guide (not only) for teachers (pp. 33-62). Peter Lang.
Parkinson, B., Totterdell, P., Briner, R. B., & Reynolds, S. (1996). Changing moods: The psychology of mood and mood regulation. Longman.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice.
Educational Psychology Review, 18, 315-341.
http://dx.doi.org/10.1007/s10648-006-9029-9
Pekrun, R. (2014). Emotions and learning (Vol. 24, pp. 1-31). International Academy of Education (IAE).
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.),
International handbook of emotions in education (pp. 120-141). Routledge.
https://doi.org/10.4324/9780203148211.ch7
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In
Emotion in education (pp. 13-36). Academic Press.
https://doi.org/10.1016/b978-012372545-5/50003-4
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Positive emotions in education. In E. Frydenberg (Ed.),
Beyond coping: Meeting goals, visions, and challenges (pp. 149–174).
https://doi.org/10.1093/med:psych/9780198508144.003.0008
Pessoa, L. (2008). On the relationship between emotion and cognition.
Nature Reviews Neuroscience,
9(2), 148-158.
https://doi.org/10.1038/nrn2317
Peyman, S., & Sadighi, F. (2011). The relationship between Iranian EFL learners' stress and their reading comprehension.
Journal of Pan-Pacific Association of Applied Linguistics,
15(1), 67-90.
http://files.eric.ed.gov/fulltext/EJ939941.pdf
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education.
Multilingual Education,
3, 1-16.
https://doi.org/10.1186/2191-5059-3-9
Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research, 26(3), 508-527.
Ramasamy, S., Panneerselvam, S., Govindharaj, P., Kumar, A., & Nayak, R. (2018). Progressive muscle relaxation technique on anxiety and depression among persons affected by leprosy.
Journal of Exercise Rehabilitation,
14(3), 375-381.
https://doi.org/10.12965/jer.1836158.079
Righi, S., Mecacci, L., & Viggiano, M. P. (2009). Anxiety, cognitive self-evaluation and performance: ERP correlates.
Journal of Anxiety Disorders,
23(8), 1132-1138.
https://doi.org/10.1016/j.janxdis.2009.07.018
Rodríguez, M. X., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French.
The Modern Language Journal,
87(3), 365-374.
https://doi.org/10.1111/1540-4781.00195
Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety.
The Modern Language Journal,
83(2), 202-218.
https://doi.org/10.1111/0026-7902.00016
Santoso, W., & Perrodin, D. D. (2021). Factors contributing to students’ speaking anxiety: A case study at students’ junior high school.
Anglophile Journal,
2(1), 55-67.
https://doi.org/10.51278/anglophile.v2i1.305
Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language.
Foreign Language Annals,
33(5), 512-520.
http://dx.doi.org/10.1111/j.1944-9720.2000.tb01995.x
Shan, C., Hussain, M., & Sargani, G. R. (2020). A mix-method investigation on acculturative stress among Pakistani students in China.
PloS one,
15(10), 1–14.
https://doi.org/10.1371/journal.pone.0240103
Spielmann, G., & Radnofsky, M. L. (2001). Learning language under tension: New directions from a qualitative study.
The Modern Language Journal,
85(2), 259-278.
https://doi.org/10.1111/0026-7902.00108
Sung, K. Y., & Ko-Yin, X. (2019). Factors influencing Chinese language learning anxiety in the classroom setting. New Waves-Educational Research and Development Journal, 22(2), 1-15.
Suparlan, S. (2021). Factors contributing students’ speaking anxiety.
Journal of Languages and Language Teaching,
9(2), 160-169.
https://doi.org/10.33394/jollt.v%vi%i.3321
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language teaching, 46(2), 195-207. https://doi.org/10.1017/S0261444811000486.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis.
Studies in Second Language Acquisition,
41(2), 363-387.
https://doi.org/10.1017/S0272263119000445
Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of private university in Palembang.
International Journal of Education and Literacy Studies,
6(4), 35-39.
https://doi.org/10.7575/aiac.ijels.v.6n.4p.35
Tsitsas, G., Nanopoulos, P., & Paschali, A. (2019). Life satisfaction and anxiety levels among university students.
Creative Education,
10(05), 947–961.
https://doi.org/10.4236/ce.2019.105071
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions.
Frontiers in Psychology,
12, 731721.
https://doi.org/10.3389/fpsyg.2021.731721
Watthanapas, N., Jon-Chao, H., Jian-Hong, Y., Ye, J. N., & Yung-Wei, H. (2021). Applying motion sensing gaming to learning Thai syntax: relationship among Thai learning attitudes, language anxiety, gameplay flow, test anxiety and self-confidence enhancement in Thai syntax.
Journal of Research in Education Sciences,
66(3), 213.
https://doi.org/10.6209/JORIES.202109_66(3).0007
