Application of integrated contextual learning for developing students` terminological competence

The objective of the present study was to explore the direct and indirect effects of academic boredom on foreign language (FL) proficiency in teaching English as a foreign language (EFL). As a prominent negative emotion, the detrimental effect of FL boredom on FL proficiency has been verified. However, the mediating mechanism between FL boredom and FL proficiency, especially the mediating effect of cognitive strategies, needs to be further explored. We recruited 505 Chinese EFL learners (236 female, 46.73%) from one secondary school using convenience sampling to verify the mediating role of elaboration strategies between FL boredom and FL proficiency. Structural equation modelling (SEM) and mediation analysis yielded two major findings. First, FL boredom was negatively correlated with FL proficiency. Second, after controlling for gender and age, FL boredom, mediated through elaboration strategies, influenced FL proficiency. Third, elaboration strategies partially mediated the relationship between FL boredom and proficiency. Implications and limitations are discussed.

Введение. Когнитивно-визуальный подход к обучению в настоящее время получил широкое признание на всех этапах образования. Тенденция к когнитивной визуализации учебной информации является фактором создания визуальной учебной среды, которая ориентирована на стимулирование когнитивной деятельности обучающихся, а не просто на усвоение знаний, представленных учителем или преподавателем в готовом виде. Применение ментальных карт (майндмэппинга) является одним из эффективных средств когнитивно-визуальной методики обучения [1], которая зарекомендовала себя в иноязычном образовании. Цель данной статьи — выявить потенциал майндмэппинга в профессиональной подготовке будущего учителя иностранного языка при освоении теоретических дисциплин предметного цикла (на примере дисциплины «Стилистика английского языка»). Материалы и методы. В первую очередь, при написании статьи использовался метод анализа теоретической литературы по проблемам способов визуализации учебной информации в высшей школе в целом, а также использования технологии майндмэппинга при обучении иностранному языку на различных ступенях образования. Поскольку в психолого-педагогической литературе слабо представлены лингводидактические аспекты применения ментальных карт в иноязычном образовании при изучении теоретических дисциплин, авторы в основном полагались на интерпретацию результатов собственной деятельности в качестве преподавателей высшей школы и изучение эффективного опыта работы своих коллег – преподавателей иностранного языка ряда педагогических вузов. Результаты. В статье рассмотрен процесс создания ментальных карт по теоретической дисциплине «Стилистика английского языка» с учетом следующих факторов: объема визуализируемого учебного материала, лингводидактических целей, необходимости формирования лингвистического понятийно-терминологического аппарата студентов, наличия внутрипредметных и межпредметных связей. Представлена ментальная карта, отражающая различные аспекты (семантический, структурный, функционально-прагматический) стилистического средства simile (стилистическое сравнение) как фрагмента масштабной ментальной карты «Стилистические средства английского языка». Обсуждение. Майдмэппинг как метод когнитивной визуализации учебной информации соотносится с рядом актуальных тенденций современного иноязычного образования, в частности ориентацией на использование в образовательном процессе когнитивно-ориентированных технологий, ведущих к реализации стратегии «когнитивной вовлеченности», обеспечивающей интеллектуальное развитие будущего учителя иностранного языка. Создание ментальных карт по стилистике (как и по любой теоретической дисциплине) также подразумевает раскрытие внутрипредметных и межпредметных связей, обеспечивающих развитие языкового сознания будущего учителя иностранного языка, его лингвистического кругозора и терминологической компетенции. Заключение. Проведенное исследование позволяет сделать вывод о том, что широко применяемая в обучении практическому владению иностранным языком технология майндмэппининга может успешно применяться в процессе изучения теоретических дисциплин с целью активизации учебно-познавательной деятельности будущих учителей, развития критического и образного мышления, а также умений систематизировать знания. Установлено, что составление ментальных карт по теоретическим дисциплинам предметного цикла способствует формированию лингвистической терминологической компетенции студентов. Ключевые слова: ментальные карты; майндмэппинг; когнитивно-визуальный подход; визуальная учебная среда; визуализация информации; педагогический университет; иноязычное образование; будущий учитель иностранного языка. Основные положения: – ментальные карты как способ когнитивной визуализации учебного материала могут успешно использоваться в обучении будущих учителей иностранному языку при овладении ими теоретических дисциплин предметного цикла; – в контексте изучения теоретических лингвистических дисциплин ментальные карты способствуют развитию умений устанавливать внутрипредметные и межпредметные связи, создавая таким образом вербально-визуальную модель изучаемого материала в индивидуальном формате; формированию терминологической компетенции студентов; структурированию учебного материала в результате работы ассоциативного (радиантного) мышления; – ментальные карты обеспечивают когнитивную вовлеченность будущих учителей иностранного языка в образовательный процесс, активизируют их автономную учебно-познавательную деятельность и мотивирует к углублению лингвистических знаний. Introduction. The cognitive-visual approach to learning has now received wide recognition at all stages of education. The trend towards cognitive visualization of educational information is a factor in creating a visual learning environment that is focused on stimulating the cognitive activity of students, but not merely on the assimilation of knowledge presented by the teacher in a finished form. The use of mind maps (mind mapping) is one of the effective means of cognitive-visual teaching methods [1], which, in particular, has proven itself well in foreign language education. The purpose of this article is to identify the potential of mind mapping in the professional training of future foreign language teachers in mastering theoretical disciplines of the subject module (using the example of the discipline “Stylistics of the English Language”). Materials and methods. When writing the article, the method of analyzing theoretical literature on the following problems was used: ways of visualizing educational information in higher education in general, the use of mind mapping technology in teaching a foreign language at various levels of education, etc. Since the psychological and pedagogical literature poorly presents the linguodidactic aspects of using mental maps in foreign language education when studying theoretical disciplines, the authors mainly relied on the interpretation of the results of their own activities as higher education teachers and the study of the effective experience of their colleagues – foreign language teachers of a number of pedagogical universities. Results. The article considers the process of creating mind maps for the theoretical discipline “Stylistics of the English Language” taking into account the following factors: the volume of visualized educational material, linguodidactic goals, the need to form the linguistic conceptual and terminological apparatus of students, the presence of intra- and interdisciplinary connections. A mind map is presented that reflects various aspects (semantic, structural, functional and pragmatic) of the stylistic means “simile (stylistic comparison)” as a fragment of a large-scale mind map “Stylistic Means of the English Language”. Discussion. Mind mapping as a method of cognitive visualization of educational information correlates with a number of current trends in modern foreign language education, in particular, focusing on the use of cognitively oriented technologies in the educational process, which leads to the implementation of the “cognitive involvement” strategy, ensuring the intellectual development of the future foreign language teacher. The creation of mind maps in stylistics (as in any theoretical discipline) also implies the disclosure of intra- and interdisciplinary connections that provide the development of the linguistic consciousness of the future foreign language teacher, his linguistic outlook and terminological competence. Conclusion. The study allows to conclude that mind mapping technology, widely used in teaching practical proficiency in a foreign language, can be successfully applied in the process of studying theoretical disciplines in order to activate the educational and cognitive activity of future teachers, develop their critical and imaginative thinking, as well as the ability to systematize knowledge. It has also been discovered that the compilation of mind maps in theoretical disciplines of the subject module contributes to the formation of linguistic terminological competence of students. Keywords: Mind maps; Mind mapping; Cognitive-visual approach; Visual learning environment; Information visualization; Pedagogical university; Foreign language education; Future foreign language teacher. Highlights: Mental maps as a method of cognitive visualization of educational material can be successfully used in training future foreign language teachers in mastering theoretical disciplines of the subject module; In the context of studying theoretical linguistic disciplines, mental maps contribute to the development of skills of establishing intra- and interdisciplinary connections, thus creating a verbal-visual model of the material being studied in an individual format; the formation of students' terminological competence; structuring educational material as a result of associative thinking; Mental maps ensure the cognitive involvement of future foreign language teachers in the educational process, activate their autonomous educational and cognitive activity and motivate them to deepen their linguistic knowledge.

Abstract. The article considers the importance of forming English language terminological competence in the students of medical institutions of higher education. The core and specifics of English language terminological competence, which is an essential component of the future specialist’s professional culture, is outlined. The significance of English medical terminology for the students and specifics of its translation in abstracting English medical articles is determined. Necessity of understanding and proper interpretation of English medical terms for the formation of English communication competence in medical students as well as the need for the students to master the basic ways of formation and origin of English medical terms together with their Ukrainian versions are stressed. Special emphasis is put on term elements and word roots of Latin and Greek origin in clinical terminology that is an integral aspect of English for Specific Purposes at higher medical education institutions. In addition, the issues of English medical term system origin as related to Latin clinical terminology and developing speech concept in the process of mastering English clinical terms by the students are considered. Theoretical aspects of learning English medical terminology and formation of terminological competence are covered. Specifics of purposeful approach to learning English terminology as well as relation to Latin, formation of English terminological literacy and training of skilful medical specialists is characterized. The knowledge of English medical term system by the students of higher medical institutions has been found to form future specialist’s communication and terminological competence, to develop skills and abilities enabling to form and express thoughts properly as well as to interpret and translate medical texts, to develop thinking and to meet the challenges of our time.

Drawing upon cognitive writing process theory and research, this study investigates the influence of language of writing, foreign language (FL) proficiency and gender on the revision processes of 77 undergraduate students studying at an English-medium college in Oman. Their first language (L1) was Arabic and their FL was English. The participants produced two argumentative authentic texts, one in L1 and one in FL. Their proficiency in English was assessed using the Oxford Placement Test (OPT). Participants’ revisions were recorded and analysed, according to the measures amount, location and type, via keystroke logging. The results showed that the vast majority of revisions in both languages were immediate, i.e. at the point of inscription, and focused on language rather than content. In addition, there was consistent evidence that participants made more revisions in the FL than they did in L1. For ‘total amount of revision’ and ‘immediate revisions’, there was a consistent interaction between gender and FL proficiency. The pattern of the interaction indicated two conflicting tendencies: (a) female participants appeared in general to be more motivated to make revisions in both languages than males, and (b) the less proficient they were in FL the more revisions they made. By contrast, the number of revisions made by the male participants did not depend on their FL proficiency. For ‘distant’, i.e. already written text, and ‘end’, i.e. after producing the first draft, revisions the amount of revision depended solely on the language of writing and gender. Furthermore, the results revealed that when writing in the FL, students with greater FL proficiency attended to content revision more than language revision. Findings are discussed in light of process-oriented writing research and implications for writing research and teaching are suggested.

Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade. Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal) intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between L1 and L2 skills, and for speculation that "lower level" skills in phonological processing are important for written language development and oral proficiency in a FL.

Proponents of the concept of learning disabilities (LD) assume that students classified as LD and those with IQ‐achievement discrepancies have more severe native language and foreign language learning problems than students not classified as LD. Two studies that included high school students classified as “at‐risk” for learning a foreign language (FL) investigated these assumptions. The first study compared “at‐risk” students classified as learning disabled (LD) with “at‐risk” students not classified as LD. Results showed no significant differences between the two groups on measures of native language skill, FL aptitude, and FL learning and proficiency. The second study examined only the students classified as LD and compared students with and without discrepancies between their scores on measures of intelligence (IQ) and academic achievement. Results showed no significant differences between the two groups on measures of FL learning and proficiency. Findings suggest that students classified as LD and non‐LD do not exhibit cognitive, academic achievement, and FL aptitude differences, or differences in their FL learning and proficiency after two years of FL study. The findings of both studies are contrary to the LD concept. The studies demonstrate the importance of providing verifiable evidence to substantiate claims that a student meets criteria for classification as LD. Implications focus on use of the LD label and IQ‐achievement discrepancies for determining which students may have problems with FL learning.

Translation assessment is central to translator education. Building on translation competence models, recent scholarship increasingly advocates competence-based, multidimensional assessment that combines product and process evidence when evaluating students’ translation performance. Online tests, now widely used for low- and high-stakes translation assessment, offer a practical context for concurrently capturing both strands of evidence. This study examines how foreign language (FL) proficiency relates to student translators’ process management, product quality, and performance perceptions across text types in course-embedded online tests. Using a mixed-methods approach, the study combined holistic assessment of translations with screen recordings, questionnaires, and semi-structured interviews for a comprehensive analysis. The findings indicated that, although its effects varied by text type, higher FL proficiency predicted more effective process management and higher translation quality, and was associated with more positive performance perceptions. However, many test-takers were unaware of the importance of process management. This study calls for further strengthening FL proficiency development, incorporating process management training, and considering FL proficiency in early diagnostic assessment and placement to support more equitable competence development across entry proficiency levels. Overall, the study contributes to competence-based translation assessment by providing a multidimensional account of student translators’ performance across FL proficiency levels in online translation tests.

Even when proficiency in foreign languages has emerged as a critical skill to foster academic, professional, and personal growth, there remains a notable gap in the literature regarding the relation between language learning strategies (LLS) and communicative competence in English among Colombian high school students. This investigation used an explanatory correlational design to explore the connections between LLS and the communicative competence of 123 eleventh graders within the Colombian context. Data collected employing an inventory and the results of the English section of a standardized test in Colombia were subjected to analysis. The findings suggest that students favor social strategies, whereas affective strategies are used to a lesser extent. Additionally, there is a moderate positive correlation between the overall use of LLS and learners’ communicative competence in English. Particularly, cognitive and metacognitive strategies emerged as the strategies that contribute most significantly to students’ language proficiency. Conversely, memory and affective strategies were found to have the weakest correlation with learners’ language learning success. This study accentuates the importance of strategies-based instruction to boost language proficiency and outlines recommendations for future research.

The article focuses on the pressing issue of integrating information and communication technologies into the process of teaching aviation English terminology to the aviation technical personnel of the Separate Aviation Squadron of the State Border Guard Service of Ukraine. The role of digital tools in the development of professional foreign language competence of the specialists in the border guard aviation units has been analyzed. The role of digital tools in the development of professional foreign language competence among specialists of border guard aviation units has been analyzed. The complex security environment necessitates strengthened cooperation with NATO member states to ensure effective protection of the national border. Given that English has become the common language for professional communication, fluency – especially in acquiring specialized vocabulary within English for Specific Purposes courses offered by higher military educational institutions – has become critical. The article presents the results of the study on the effectiveness of using various digital tools, web platforms, and mobile applications in the professional foreign language training of aviation technical officers of the SAS of the State Border Guard Agency. The study reveals that these technologies contribute to improving the acquisition of aviation-specific terminology, enhance learning motivation, and foster communicative competence. The authors also discuss the challenges encountered by trainees while mastering aviation-related English terminology within professional training and retraining courses and substantiate the relevance of adopting an ICT-based approach to enhance the effectiveness of the educational process at the HMEI. Special attention is given to the distinctive features of applying ICT tools into the learning process, such as engaging with specialized vocabulary, enhancing audiovisual information processing, and promoting active interaction between teachers and trainees. The paper analyzes how information and communication tools are integrated into the training of aviation technical personnel. Applying the ICT-based approach is expected to contribute to the individualization of the educational process, enhance the level of professional training of aviation technicians, and prepare them for participation in international training programs and aviation-related conferences.

Critical thinking is among the variables that have recently become increasingly prominent in foreign language learning. However, there is a biased research focus on the role of CT skills, and empirical evidence on the relationships between CT disposition and foreign language learning is scant. This cross-sectional study aimed to bridge this gap by examining the effects of overall CT disposition as well as its sub-constructs (open-mindedness, perseverance, reflectiveness, inquisitiveness, and self-confidence) on foreign language proficiency. The study mainly discussed the research questions of how CT disposition was related to and to what extent it could predict learners’ foreign language proficiency. This research employed Pearson correlation analysis, regression analysis, and one-way ANOVA to analyze the data collected from a sample of 391 Chinese foreign language learners at Jiangxi Normal University and Zaozhuang University. The instrument adopted to assess the participants’ CT disposition was newly proposed in Chinese in the current study. The results demonstrated that both overall and sub-constructs of CT disposition were positively related to learners’ foreign language proficiency. Foreign language learners embracing different levels of CT disposition displayed significant differences in their foreign language proficiency. Except for perseverance, the other four dispositional traits (open-mindedness, reflectiveness, inquisitiveness, and self-confidence) toward CT were found to be significantly positive predictors of learners’ foreign language proficiency in the Chinese context. The positive impacts of CT disposition triggered in foreign language learning in the present research give an empirical grounding to the cultivation of foreign language learners’ CT dispositional factors to facilitate their foreign language development. Implications, limitations, and recommendations for future exploration and research were also discussed.

Author’s Introduction This Teaching and Learning Guide is intended to provide instructors of courses in Sociolinguistics some guidance in incorporating the topic of multilingualism in educational contexts into their syllabi. Although schools the world over are increasingly serving multilingual populations, awareness of this reality has not, in many cases, sifted through to public consciousness, and incorporation of this topic into the sociolinguistic curriculum is a crucial step in addressing this gap in awareness. The incidence of multilingualism in educational contexts has increased greatly in the last few decades in a number of critical ways. First, while multilingualism has long been the norm in educational settings in places such as India and some countries of Africa, widespread multilingualism has only recently begun to be seen as a factor in education in many parts of the Americas, Europe, and Asia. Second, in addition to there being more regions of the world that have multilingual populations of schoolchildren, the demographics of these populations are also changing. There are increasing numbers of middle class professionals moving to countries in which immigrants were previously overwhelmingly citizens of poor countries who came to work unskilled jobs. Third, not only have different patterns of immigration led to a broader range of regions and social groups becoming multilingual, but the ability to speak more than one language is increasingly seen as desirable for those who stay put. Bilingual education or intensive language study for the children of majority language populations is gaining popularity in Europe, the United States, and Asia. What this amounts to is that multilingualism in schools is becoming more common, and the situations in which it occurs are as varied as the languages involved. This article addresses the social issues of language ideologies and identity construction in this context. Key readings Caldas‐Coulthard, Carmnen Rosa and Amelia Maria Fernandes Alves. 2008. ‘Mongrel selves’: identity change, displacement and multi‐positioning. Identity trouble: critical discourses and contested identities , ed. by Carmen Rosa Caldas‐Coulthard and Rick Iedema, 120–42. New York, NY: Palgrave Macmillan. This article offers an important viewpoint about the idea of the ‘third space’ created by bicultural and bilingual speakers and immigrants in particular. The authors note that people in the ‘third space’ are positioned this way, by themselves and others, because they are often not viewed as full members of their adopted culture and as émigrés are seen as no longer belonging in their culture of origin. This is a highly relevant aspect of multilingualism in all contexts. Cummins, Jim. 2001. Negotiating identities: education for empowerment in a diverse society (2nd edition). Los Angeles, CA: California Association for Bilingual Education. Chapter 1: Identities and Empowerment. The lasting message of this chapter is that educators are not trapped within discriminatory frameworks, but have the power to shape their students’ experiences. This text is based on the idea (pervasive in the social sciences) that ideologies and identities are constructed, and that this theoretical position can be applied in classroom contexts to enact change in educational practices. De Meija, Anne‐Marie. 2002. Power, prestige and bilingualism: international perspectives on elite bilingual education . Chapter 4: Teaching and learning in elite bilingual classrooms . Clevedon: Multilingual Matters. De Meija provides a clear defense of the use of bilingual discourse in the classroom for both teachers and students. The position here flies in the face of the implicit position of ‘bilingualism through monolingualism’ which is often the philosophy in multilingual educational settings, that is, that languages should remain strictly separate and speakers should act like monolinguals in each language. De Meija endorses the use of two languages as a linguistic strategy for teaching and learning. Fitts, Shanan. 2006. Reconstructing the status quo: linguistic interaction in a dual‐language school. Bilingual Research Journal 29.337–65. This article addresses how language ideologies are tacit in institutional structure and how students and teachers conform to, and occasionally resist, the hegemony of normative monolingualism. For example, although the school is intended to create a bilingual student body, the children are at times asked to identify their (one) native language, and ‘bilingual’ becomes code for ‘Latino/a’. Further, bilingualism is assumed to be enacted by speaking one language at a time, thus negating the importance of mixed language speech in identity construction. Heller, Monica. 1999. Linguistic minorities and modernity: a sociolinguistic ethnography . Chapter 4: Being bilingual . New York, NY: Longman. This chapter of the ethnography of a French‐language school in Toronto, Ontario, discusses the linguistic behavior of different segments of the student population, vividly portraying the how the uses and statuses of English and different varieties of French are used by the students not just to construct their own social identities but to promote and resist specific language ideologies. Although proficiency in French is necessary to be successful, it is only a particular kind of French which gives a speaker access to cultural capital and academic success. Links http://www.unavarra.es/tel2l/eng/MBELinks.htm Tel2l stand for Teacher Education by Learning in 2 Languages, and this site includes an introduction to the basics of bilingual education as well as overviews of bilingual programs in the U.S.A., Canada, Germany, France, England, Wales, and Luxemburg. http://www.cal.org/index.html The Center for Applied Linguistics website with links to pages on English Language Learners, including but not limited to a page on two‐way immersion in the United States ( http://www.cal.org/jsp/TWI/SchoolListings.jsp ) http://eacea.ec.europa.eu/portal/page/portal/Eurydice This site is for ‘the information network about education in Europe’, and has links to various reports about education, including such things as ‘Integrating Immigrant Children Into Schools in Europe’ and ‘Content and Integrated Learning at Schools in Europe’ (this deals with teaching certain subjects in a foreign language, called Bilingualer Fachsachunterricht in German). http://www.thomasandcollier.com/index.htm This link provides access to research by Wayne Thomas and Virginia Collier on educational issues, including bilingual education, in the United States. http://www.id21.org/insights/insights‐ed05/insightsEdn5.pdf

The paper describes the potential of using artificial intelligence (AI) in foreign language teaching in the formation of professional and terminological competence of future veterinarians. In our study, artificial intelligence (AI) is understood as a system of computerized tools used in the educational process and aimed at facilitating and improving the work of a teacher, as well as generating interest in learning on the part of students. The use of AI allows foreign language teachers to qualitatively change the content, methods and organizational forms of education in order to strengthen the intensification of the learning process and improve the quality of education. The possibilities of using artificial intelligence in the process of teaching a foreign language to future veterinarians are characterized. They are: terminology and language resources, language proficiency assessment, simulations and virtual training, machine translation, data analysis and research, virtual collaborative platform, collaborative learning. It has been established that the possibilities of using AI to form the professional and terminological competence of future veterinarians in English classes can significantly facilitate the learning process and increase the efficiency of mastering special terminology.

This research was undertaken against the backdrop of the realization—albeit with scanty empirical evidence—that trainee translators do not always possess the much-needed foreign language (FL) proficiency to excel in the profession upon graduation. The study describes how a semester-long graduate-level computer-assisted translation (CAT) course was designed to improve the FL proficiency of 19 trainees (12 female and 5 male), whose FL knowledge, or lack thereof, was determined using a pre-study questionnaire to gather data on perceived FL proficiency, years of FL learning, and number of pertinent courses taken. The CAT course, informed by the questionnaire findings, was grounded in the constructivist learning approach, which foregrounded self-regulated learning (SRL), peer collaboration, and scaffolded instructions and feedback. Based on data gathered from the trainees’ collaboratively translated texts, post-study questionnaire results, and SRL logs, it was found that the trainees’ grammar, writing, vocabulary, and delivery errors significantly reduced as they translated more content. These practical implications of the study’s findings are crucial for understanding of FL’s place in and successful incorporation into translation programs and course designs.

The research was aimed at identifying Indonesian and Thai graduate students’ competence in foreign language, English or other foreign languages, describing their study skills by documenting their foreign language learning strategies, and documenting the ways in which they use their competence in English or other foreign languages to facilitate their learning processes. Participants of the study possessed different foreign language skills other than English. Some Indonesian students could speak French and Japanese, and Thai students were able to speak Chinese and Laos. However, their foreign language skills were mostly poor. Only a few students claimed that they were good foreign language speakers. It is believed that when individuals do not practice their foreign language skills frequently, they will lose their skills acquisition as they are not able to keep their language knowledge in their memory. In terms of language use, they speak foreign language(s) for academic, professional, economic, and cultural purposes. In sum, both Indonesian and Thai graduate students are mostly classified into receptive type of learners as they tend to improve receptive language skills rather than productive ones because for their academic purposes, which only require them to read and listen. It is recommended that the students improve their academic writing skills.

Understanding how second language proficiency and other key learner characteristics relate to language learning anxiety subcomponents can help inform the type and quantity of content instructors approach foreign language (FL) students with when teaching English. This study seeks to understand how FL proficiency (i.e., TOEIC reading, TOEIC listening, and self-reported), FL study experience, and gender influence levels of foreign language classroom anxiety and second language writing anxiety. To accomplish the research goals, 245 students completed a questionnaire measuring foreign language classroom anxiety and second language writing anxiety. Three hierarchical linear regressions were used to test the study’s models, and structural equation modeling was used to confirm and illustrate the observed relationships. Overall, self-reported FL proficiency was a stronger predictor of anxiety than actual FL proficiency. Findings further indicate that FL listening and self-reported proficiency significantly negatively correlate with FL speaking anxiety but not writing anxiety. Only FL reading proficiency significantly influenced FL writing anxiety; however, this relationship disappeared when self-reported FL proficiency was added to the model. Further, differences in how FL proficiency influences FL anxiety when controlling for years of experience studying EFL and gender are discussed. Recommendations on how instructors can approach language instruction to assist highly anxious students in the EFL context are also discussed.