From a perspective on foreign language learning anxiety to develop an affective tutoring system

Lin, Hao-Chiang Koong; Chao, Ching-Ju; Huang, Tsu-Ching

doi:10.1007/s11423-015-9385-6

Cited by 34 publications

(34 citation statements)

References 18 publications

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“…The high level of motivation of this group may have caused the achievements to be high because motivation is an important factor in increasing of success [30]. In a similar research it has been found that a system in which student emotions are identified increases students' learning performance and motivation [25,26]. D'Mello et al [11] determined that affective systems had minimal impact on student motivation and that the system was particularly successful in redirecting the attention of the learners.…”

Section: Discussionmentioning

confidence: 97%

The effects of merging student emotion recognition with learning management systems on learners’ motivation and academic achievements

Özek

2018

Comp Applic In Engineering

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Technology diverts engineering education into learning management system for distance education activities. Learning management system facilitates the management of education and training process, including instructor‐student, student‐student, and student‐content communication. Nevertheless, distance education has some disadvantages of not being able to establish active communication with students as in traditional education. This research offers a system which merges student emotion recognition with learning management system. This study aims to investigate the effects of merging student emotion recognition with learning management systems on learners’ motivation and academic achievements. In this research, the quasi‐experimental design adopted 103 engineering students who were divided into three groups: the control group (participates in face‐to‐face education), the experimental group I (uses a system that merges emotion recognition with learning management system), and the experimental group II (uses learning management system). As a result of the research, it was found that the academic achievement and motivation of the experimental group I was significantly better than performance of the experimental II and the control group.

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Section: Discussionmentioning

confidence: 97%

The effects of merging student emotion recognition with learning management systems on learners’ motivation and academic achievements

Özek

2018

Comp Applic In Engineering

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“…In our study age came over as a decisive factor in anxiety when learning and acquiring a new language. Some works have indicated that anxiety management programmes lower language anxiety levels and improve performance (Lin, Chao, & Huang, 2015). The weak points of this study include the need to conduct more thorough research into the effects of bilingualism on different aspects in people who are already bilingual (ex post facto), but also in people who are still not, by longitudinal studies to more accurately evaluate improvements in cognitive functions in general.…”

Section: Conclusion and Discussionmentioning

confidence: 98%

Influence Of Language Anxiety On French-Speaking Oral Proficiency Among Secondary Education Students

Jarie¹

2019

The European Proceedings of Social and Behavioural Sciences

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Language anxiety differs from general anxiety and is understood as a kind of anxiety due to, or caused by, learning or using another language. The research objective was to evaluate the influence of language anxiety on performing French-speaking oral proficiency among Secondary Education students. To this end, 519 year 1 to 4 students of Spanish Compulsory Secondary Education who studied French as a second foreign language or as a bilingual form were included from six Secondary Education Institutes. The results showed statistically significant correlations between language anxiety and French-speaking oral proficiency in all academic, where these correlations were higher for females and for the optional teaching form. The language anxiety variable alone explained 46.7% of the French-speaking oral proficiency variable. We conclude that language anxiety influences performance in languages, which suggests the need to consider new research works into this matter in order to improve the teaching practice and teaching students to become competent in languages.

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“…Los estudios más actuales en el campo (Asif, 2017;Arnaiz & Guillén, 2012;Aydin, 2018;Bijleveld & Estienne, 2018;Elaldi, 2017;Garcia-Galindo, 2011;Gocer, 2014;Jee, 2014;Kusçu, 2017;Laborda, Agullo, Muñoz & Bakieva, 2015;Lee, 2016;Lin, Chao & Huang, 2015;Mejía, 2014;Yassin & Razak, 2018) confirman que la ansiedad lingüística, mediante la utilización de la FLCAS, es una variable clave en el estudio del aprendizaje de las lenguas extranjeras en todas las etapas de la vida académica, con diferencias según el género, la edad, el dominio previo, la autoestima y la autoeficacia percibida (Arnold & Brown, 2000;Gardner, 1985). El presente artículo pretende, en primer lugar, validar la versión francesa de la FLCAS, y, en segundo lugar, repetir el análisis factorial de la FLCAS realizado por Aida (1994), Horwitz (1983) y Pérez & Martínez (2001.…”

Section: Ansiedad Lingüística Y Medición: Análisis Anteriores Y Actuaunclassified

Validación y Confiabilidad de la versión francesa de la escala de ansiedad lingüística "Foreign Language Classroom Anxiety Scale" y aplicado a estudiantes franceses: Revisión del análisis de Horwitz y Cope, Aida y Pérez y Martínez.

et al. 2019

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La ansiedad ante el aprendizaje de las lenguas extranjeras es una de las variables más influyentes en el aprendizaje de idiomas extranjeros. Horwitz y Cope (1986, 1991) desarrollaron un marco teórico alrededor del constructo específico de ansiedad lingüística que consigue explicar el rol de esta variable dentro del proceso de enseñanza – aprendizaje de las lenguas extranjeras. Los autores elaboraron una escala estadísticamente fiable y válida para poder medir los niveles de ansiedad lingüística. La presente investigación pretende estudiar la validación y la confiabilidad del instrumento Foreign Language Classroom Anxiety Scale traducido al idioma francés para su aplicación con estudiantes franceses de secundaria así como repetir el análisis factorial de la FLCAS realizado por Aida (1994), Pérez y Martínez (2001). La adaptación del instrumento, se distribuye, tras el análisis con rotación Varimax, en cuatro factores que explican el 58,78% de la varianza total y un alpha de Cronbach de ,77.

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From a perspective on foreign language learning anxiety to develop an affective tutoring system

Cited by 34 publications

References 18 publications

The effects of merging student emotion recognition with learning management systems on learners’ motivation and academic achievements

The effects of merging student emotion recognition with learning management systems on learners’ motivation and academic achievements

Influence Of Language Anxiety On French-Speaking Oral Proficiency Among Secondary Education Students

Validación y Confiabilidad de la versión francesa de la escala de ansiedad lingüística "Foreign Language Classroom Anxiety Scale" y aplicado a estudiantes franceses: Revisión del análisis de Horwitz y Cope, Aida y Pérez y Martínez.

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