Reflective practice and foreign language classroom anxiety: video-stimulated recall at work

Cinkara, Emrah

doi:10.1080/14623943.2016.1206880

Cited by 7 publications

(11 citation statements)

References 21 publications

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“…The finding of this study is in line with the findings of previous studies which followed other forms of therapy or strategies. As far as mere application of anxiety-reducing strategies is concerned, this finding agrees with those in Cinkara (2016), Hashemi andAbbasi (2013), andShams (2005) who found that the use of strategies adopted from cognitive approach, affective approach, and behavioral approach significantly reduced the level of foreign language anxiety in language learners.…”

Section: Discussionsupporting

confidence: 88%

“…The cognitive approach focuses on changing learners' own cognitive appraisals (Hashemi & Abbasi 2013;Hismanoglu & Hismanoglu, 2010;Lee, 2016;Mejías, Applebaum, Applebaum, & Trotter, 1991;Nagahashi, 2007). The affective approach attempts to eliminate or reduce the negativity of the foreign language experience (Cinkara, 2016;Ismail, 2016;Oxford, 2015;Ratanasiripong, Sverduk, Hayashino, & Prince, 2010;Siagto-Wakat, 2016). In behavioral approach, premise is that FLA occurs as a result of poor language skills, and attempts to train learners in skills through different methods and techniques (Grant, Huang, & Pasfield-Neofitou, 2014;Lord, 2005;Shams, 2005).…”

Section: Foreign Language Listening Anxietymentioning

confidence: 99%

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Integrative Systemic Therapy in Foreign Language Learning: A Practical Framework for Managing Foreign Language Listening Anxiety among Iranian EFL Learners

Minaei

Gholami

2021

IJREE

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This study aimed at proposing a framework based on Integrative Systemic Therapy (IST) for addressing foreign language listening anxiety (FLLA) among Iranian learners of English as a Foreign Language (EFL). The effectiveness of the framework in reducing the levels of FLLA among language learners was investigated when implemented by a therapist as well as by learners independently. To this end, 30 intermediate EFL learners with high level of listening anxiety were selected as participants through convenience sampling. They were then randomly assigned into control group (n=10), therapist group (n=10), and self-therapy group (n=10). The therapist group met with an experienced therapist once a week for a month and selftherapy group was just instructed on how to use the framework independently during the same period. The control group received no treatment. The scale developed by Kim (2000) for measuring FLLA and an IELTS listening test were used to explore the effectiveness of the framework. The results of the study revealed that the proposed framework was effective in reducing the levels of FLLA both when implemented by the therapist and by EFL learners independently. The findings reflected the importance of personalization when selecting foreign language anxiety-reducing strategies to enhance the effectiveness of the foreign language anxiety management.

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Section: Discussionsupporting

confidence: 88%

Section: Foreign Language Listening Anxietymentioning

confidence: 99%

Integrative Systemic Therapy in Foreign Language Learning: A Practical Framework for Managing Foreign Language Listening Anxiety among Iranian EFL Learners

Minaei

Gholami

2021

IJREE

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“…Students are often anxious about their speaking performance even in the classroom. In moderate forms, anxiety can be a facilitator for learning while too much anxiety can be an inhibitor (Cinkara 2016). Anxiety presents itself in different forms in a language class where some students not only show fear of speaking but also totally refrain from speaking in English by staying silent, sitting in the back row and avoiding eye contact with the teacher (Karakaş 2012).…”

Section: Reasons For Art Integration Into Language Classroomsmentioning

confidence: 99%

Teaching speaking with works of art in a preparatory class at university

Ekoç

2020

Innovation in Language Learning and Teaching

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Language instructors have been looking for ways to engage their students and encourage speaking. The purpose of this practice-based study is to show that responding to works of art has the potential to foster speaking skills. Apart from familiarizing students with different works of art, it provides an arena for authentic learning and making the most of diversity. We all want to live in a better world where all diversities are cherished, so teaching should be a medium to activate and tolerate different ways of thinking in a respectful manner. In such an activity, teachers can ask questions that require critical thinking skills and creative skills. In this practice-based case study, the researcher, who was also the instructor of two A1 level one-year English preparatory classes at university with a total number of 50 students, started each lesson with five pieces of art and it was observed that even the quietest students expressed their views in English about the paintings. By semistructured interviews, the researcher found out that it motivated them, colored their day and made them feel outside the classroom. They also stated that it improved their critical thinking and increased their appreciation of art.

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Section: Empirical Studies On Anxietymentioning

confidence: 99%

“…Reflective practices play a role in improving the efficiency of learning and teaching methods as video-stimulated recall technique was adopted as a motivating factor for language learners to reflect on their oral production skills (Cinkara, 2016). Cinkara (2016) in an experimental study used pre-test, post-test and V-SRI sessions (only in control group). Then, applying the Foreign Language Classroom Anxiety Scale (FLCAS) to control and treatment groups before and after an eight-week module during the period, the treatment group of the students went through video-stimulated recall interviews.…”

Section: Empirical Studies On Anxietymentioning

confidence: 99%

Examining the Level of Foreign Language Classroom Anxiety among ELT Undergraduate Students: A Quantitative Approach

Wappa¹,

Pembi²

2021

IJRISS

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The study is aimed at investigating the nature of anxiety experienced by university ELT major undergraduate students; a representative number of 60 students from the ELT department at Cyprus University (pseudonym) in Turkish Republic of Northern Cyprus (TRNC) participated. The quantitative data for the study was collected using two universally used instruments, the foreign language classroom anxiety scale (FLCAS) and the foreign language reading anxiety scale (FLRAS). A quantitative approach was adopted for the study and the data obtained was statistically analysed using SPSS version 25. The general findings of the study indicate that the general foreign language classroom anxiety (FLCA) is slightly higher than the foreign language reading anxiety (FLRA) as experienced by the students. In addition, it shows no significant difference between ages in both FLCA and FLRA. Finally, it equally shows that there is no statistical difference between male and female in both FLCA and FLRA.

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Reflective practice and foreign language classroom anxiety: video-stimulated recall at work

Cited by 7 publications

References 21 publications

Integrative Systemic Therapy in Foreign Language Learning: A Practical Framework for Managing Foreign Language Listening Anxiety among Iranian EFL Learners

Integrative Systemic Therapy in Foreign Language Learning: A Practical Framework for Managing Foreign Language Listening Anxiety among Iranian EFL Learners

Teaching speaking with works of art in a preparatory class at university

Examining the Level of Foreign Language Classroom Anxiety among ELT Undergraduate Students: A Quantitative Approach

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