Anxiety and Anxiety Disorders

Leigh, Hoyle

doi:10.1007/978-3-319-11005-9_14

Cited by 3 publications

(2 citation statements)

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“…Anxiety arousal is associated with cognitive disruptions and distractions often associated with self-focused thinking (Eysenck, 1979;Norton & Abbott, 2016), subjective feelings of tension, apprehension, nervousness, and worry (Scatterfield & Feldman, 2014;Leigh, 2015), along with physical reactions such as increasing heart rate, sweaty hands and body, blood flow to large muscles and "butterflies" in the stomach (Spielberger & Reheiser, 2009). More specifically, anxiety in the context of foreign language learning is defined as "the worry and negative emotional reaction aroused when learning or using a second language" (MacIntyre, 1999, p. 27).…”

Section: Emotion In Second Language Learningmentioning

confidence: 99%

Enjoyment and anxiety in second language communication: An idiodynamic approach

Boudreau

MacIntyre

Dewaele

2018

SSLLT

240

193

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Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.

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Section: Emotion In Second Language Learningmentioning

confidence: 99%

Enjoyment and anxiety in second language communication: An idiodynamic approach

Boudreau

MacIntyre

Dewaele

2018

SSLLT

240

193

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“…Anxiety is associated with distraction, tension, high heart rate, sweating, etc. ( Spielberger and Reheiser, 2009 ; Leigh, 2015 ; Norton and Abbott, 2016 ), while mindfulness has related to cognitive flexibility, focus, and impartiality ( Langer, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners

Shen¹

2022

Front. Psychol.

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To manage the undesirable effect of anxiety on students, a wide scope of research has been dedicated to determining the triggers of anxiety and pedagogical interferences that can assist students with mitigating anxiety. Mindfulness is a relaxation strategy that has been related to constructive impacts when utilized as a managing technique for stress and anxiety. Originating from the construct of mindfulness, there is a multidimensional conception acknowledged as resilience as one of the notions in the Positive Psychology (PP) literature, which highlights the organizations and individuals’ strengths and self-control to comply with accidental states. Given the eminence of mindfulness and resilience in learning situations, the present study sets forth to examine the role of these constructs in alleviating English as a foreign language (EFL) learners’ anxiety. To meet this objective, 502 Chinese EFL learners took part in this research. They were asked to respond to the three questionnaires, namely resilience, mindfulness, and anxiety. To answer the research question of the study, a linear multiple regression was run and the findings demonstrated that mindfulness and resilience together could significantly predict anxiety. Consistent with the findings, some recommendations are presented concerning the implications of the present research.

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Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model

Shen

Wang

Yang

et al. 2023

Language Teaching Research

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Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results detected gender differences in SRL strategy use, with females outperforming males in using self-evaluation and persistence strategy types, together with grade level influences in anxiety level with seniors feeling less anxious than juniors and sophomores. Furthermore, SEM results suggested that enjoyment had positive relationships with SRL strategy use; anger and shame had negative relationships while anxiety had ambivalent relationships with SRL strategy use. Important implications are discussed.

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Anxiety and Anxiety Disorders

Cited by 3 publications

References 61 publications

Enjoyment and anxiety in second language communication: An idiodynamic approach

Enjoyment and anxiety in second language communication: An idiodynamic approach

Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners

Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model

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