Learning Anxiety Research Articles

A Study Based the Cite Space Visual Analysis - Topics Selection of ‘Anxiety’ for Master's Theses in Chinese International Education, 2011-2023

In this study, we employed the Cite Space software to conduct a bibliometric analysis of the selected topics of 'anxiety' in the master's theses on Chinese international education on China National Knowledge Infrastructure (CNKI) from 2011 to 2023. The study revealed that research in this field has demonstrated a fluctuating growth trend, with research hotspots focusing on the influence of affective factors on second language acquisition, international students' learning anxiety and teaching anxiety. Despite the wealth of research on the topic of 'anxiety' in Chinese master's degrees, the study identified several limitations, including the use of a single research method and an unclear understanding of research hotspots. To advance the field, future research should adopt a more diverse range of research methods and delve deeper into the exploration of research hotspots.

The Impact of Artificial Intelligence Virtual Oral Tutoring APPs on Chinese Youth’s Anxiety in Oral English learning——Interview Research Based on Users of Artificial Intelligence Speaking Tutoring APPs

Foreign language learning anxiety is a long-standing topic that people use to guide foreign language teaching and the setting of foreign language education scenarios by studying the anxiety emotions that exist in foreign language learning. However, in today’s era of artificial intelligence (AI), with the release of ChatGPT, large language model AI technology is widely used. In such a new context, various AI virtual foreign language oral coaches have emerged. Due to the short development time of the large language model technology, the foreign language training model built on this technology is still in the initial stage of development, and the research on this field is very limited. The research on the improvement of foreign language learning emotions brought by GAI is even rarer. The foreign language learning method provided by the AI coach. What help does it have for foreign language learning? Does it alleviate foreign language learning anxiety? It has become a blank in foreign language learning emotion research. This study used semi-structured interviews with 10 Chinese young people between the ages of 20 and 40. Using the method of thematic analysis, the data of this interview were recorded and analyzed, and the conclusions reached were explained from the control value theory, and it was found that AI robots can alleviate many aspects of anxiety in foreign language oral learning, such as: communicative anxiety, situational anxiety, oral anxiety, hearing anxiety, and cognitive anxiety. It is very friendly to socially phobic people, providing emotional companionship and cognitive support for students who are lonely and helpless in foreign language oral communication, although the effect of foreign language improvement is different for different students, but it has an obvious effect on alleviating anxiety when learning foreign languages, and it is unexpectedly found that the AI robot foreign language coach also has the role of emotional companionship for learners, in addition to helping to alleviate anxiety, it can also provide positive emotional value through care, companionship, communication, etc. The findings of this paper are helpful to understand the help of AI technology on foreign language learning emotions, and to provide support for subsequent research on AI accompanying foreign language learning.

A Study on Foreign Language Learning Anxiety and Enjoyment of English Major Postgraduates

With the development of humanism, positive psychology and other related theories and practices, foreign language enjoyment and self-efficacy have also received more and more attention and research. Through literature review, the research on foreign language enjoyment is limited in China, and the research on English majors is even more limited. Therefore, this study chooses English major postgraduates as the special research object, aiming at putting forward useful suggestions for promoting students' academic and professional development.

Effect of EditGPT on the Learners` Autonomy and Learning Anxiety

Recently, the use of automated writing applications has increased in English writing instruction. Therefore, this study aimed to measure the effect of using an automated writing evaluation system, called EditGPT, on learning anxiety and learners' autonomy. Thirty Omani EFL learners were selected as participants of this study in two equal groups of control and experimental groups. Pre-tests were conducted to ensure homogeneity of the groups. The data was used to collect the foreign language anxiety (FLA) questionnaire and autonomy scales developed by Horwitz et al. (1986) and McCrocklin (2016). The experimental group used the EditGPT AI (artificial intelligence) application during the treatment period. After treatment, post-tests were performed to measure discrepancies in the results. The findings of the study revealed that, in the post-test, the experimental group showed less anxiety and more autonomy than the control group. The results of this study will be helpful to both students and teachers.

A STUDY OF ACHIEVEMENT IN MATHEMATICS IN RELATION TO MEDIUM OF INSTRUCTION AND MATHEMATICS ANXIETY OF 8TH GRADE STUDENTS OF HIMACHAL PRADESH

This study examines the relationship between Achievement in Mathematics, Medium of Instruction and Mathematics Anxiety among 8th-grade students in District, Hamirpur, Himachal Pradesh. The primary objective is to explore how Mathematics Anxiety and Medium of Instruction, especially English and Hindi, impact Achievement in Mathematics. A sample of 162, 8th-grade students from various schools in Himachal Pradesh was selected. Data were collected using standardized mathematics achievement tests and a validated Mathematics Anxiety questionnaire. Contrary to common expectations, the findings reveal that students with higher levels of Mathematics Anxiety achieved higher scores. Furthermore, students taught in English medium outperformed their Hindi medium counterparts. These results suggest that while Mathematics Anxiety is generally perceived as detrimental, it may also drive certain students to achieve better results. Additionally, the Medium of Instruction plays a crucial role in shaping mathematics achievements, with English medium instruction providing a notable advantage in Achievement in Mathematics. The study concludes that educational strategies should consider both the Medium of Instruction and the complex role of Mathematics Anxiety in learning to enhance student Achievement in Mathematics.

A Study on the Impact of PAD Class Model on Junior Middle School Students’ English Learning Anxiety

A Study on the Impact of PAD Class Model on Junior Middle School Students’ English Learning Anxiety

VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety

VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety

Teacher- Versus AI-Generated (Poe Application) Corrective Feedback and Language Learners’ Writing Anxiety, Complexity, Fluency, and Accuracy

This study examines the effects of corrective feedback (CF) on language learners’ writing anxiety, writing complexity, fluency, and accuracy, and compares the effectiveness of feedback from human teachers with an AI-driven application called Poe. The study included three intact classes, each with 25 language learners. Using a quasi-experimental design with pretest and posttest measures, one class received feedback from the teacher, one from the Poe application, and the third received no response to their writing. Data were generated though tests and a writing anxiety scale developed for the study. Data analysis, conducted using one-way ANOVA tests, revealed significant effects of teacher and AI-generated feedback on learners’ writing anxiety, accuracy, and fluency. Interestingly, the group that received AI-generated feedback performed better than the group that received teacher feedback or no AI support. Additionally, learners in the AI-generated feedback group experienced a more significant reduction in writing anxiety than their peers. These results highlight the remarkable impact of AI-generated CF on improving writing outcomes and alleviating anxiety in undergraduate language learners at East China University of Political Science and Law . The study demonstrates the benefits of integrating AI applications into language learning contexts, particularly by promoting a supportive environment for students to develop writing skills. Educators, researchers, and developers can use these findings to inform pedagogical practices and technological interventions to optimize the language learning experience in primary school settings. This research highlights the effectiveness of AI-driven applications in language teaching. It highlights the importance of considering learners’ psychological well-being, particularly anxiety levels, when developing effective language learning interventions.

Unravelling the relationship between language anxiety and foreign language speech fluency in a monologue production

ABSTRACT This study investigated the interplay between language anxiety of advanced foreign language learners and their speech fluency measured with temporal indices. Language anxiety levels of 59 university level students of English were identified with the Input, Processing and Output Anxiety Scale (the IPOAS; MacIntyre & Gardner, 1994. The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning.’ Studies in Second Language Acquisition 16 (1): 1–17. doi:10.1017/S0272263100012560) and the Post-Session Survey on Anxiety. The former informed about the levels of anxiety experienced at three stages of linguistic processing, hence, input anxiety, internal processing anxiety, and output anxiety. The latter was applied to identify language anxiety levels exhibited during a monologue production, reported as task-specific language anxiety. Speech samples from the performance were analyzed for fluency breakdown (the number of filled and silent pauses), speed of speech (articulation rate), and composite measures (speech rate). The findings revealed that the advanced foreign language learners with higher levels of internal processing anxiety and output anxiety used filled pauses more frequently. Furthermore, the levels of output anxiety and task-specific language anxiety were inversely related to speech and articulation rate. The study also showed statistically significant differences in the production of filled pauses and speech rate between advanced foreign language learners with low and high levels of language anxiety as measured by the IPOAS.

THE INVESTIGATION OF ANXIETY ON ENGLISH LANGUAGE LEARNING IN HIGH SCHOOL STUDENTS: A CASE STUDY IN GRADE ELEVENT

This research aims to investigate the impact of anxiety on English language learning achievements among high school students. It identifies anxiety as a significant emotional condition that can either hinder or motivate language acquisition. The study focuses on 11th-grade students at SMAN 106 Jakarta and examines various factors contributing to anxiety, including internal elements such as perception, personality, and intelligence, as well as external factors like motivation, classroom environment, and cognitive characteristics. The research highlights that anxiety can lead to feelings of restlessness, frustration, self-doubt, and tension. This emotional state often results in fear of negative evaluation, nervousness about making mistakes, and concerns about others' language abilities. Utilizing a descriptive qualitative research approach, the study employs questionnaires and in-depth interviews to collect data from students. Findings suggest that anxiety is a multifaceted issue, with students experiencing anxiety due to a range of factors including fear of criticism, judgment, and low grades. The research aims to provide valuable insights into the challenges faced by high school students and emphasize the need for tailored interventions and support mechanisms to help manage and alleviate anxiety. This understanding is intended to assist both teachers and students in addressing and overcoming the barriers posed by anxiety in language learning.

The Relationship of Student’s Attitudes Towards Online-Based Learning and Science Learning Anxiety in the New Normal Education

The Relationship of Student’s Attitudes Towards Online-Based Learning and Science Learning Anxiety in the New Normal Education

When being smart trumps AI: An exploration into consumer preferences for smart vs. AI-powered products

Prior to the rapid growth of Artificial Intelligence (“AI”) in the consumer market, smart products received great attention from marketers and consumers. Given the recent increase in attention to AI technologies, this research explores consumers' preferences and intentions when products are framed as “smart” versus “AI-powered.” While previous literature has explored AI products and smart products individually, little is known about consumers’ preferences between the two products simultaneously. Three empirical experiments demonstrate that consumers show preference for products labeled as “smart” over those labeled as “AI-powered.” This preference is mediated by enhanced learning anxiety related to AI. The findings provide insights for marketers applying message framing, suggesting that labeling products as “smart” may evoke more favorable consumer behavior compared to the “AI-powered” label. Moreover, this research significantly contributes to the existing literature on perceptions and intentions related to AI and smart products by concurrently exploring consumer preferences regarding both smart products and AI-powered products.

Exploring how demographic, adjustment, and online learning readiness related factors shape international students’ online learning anxiety: a hierarchical regression analysis

Online education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transition to online learning can further intensify their learning anxiety. This study systematically investigated the factors associated with international students’ online learning anxiety by integrating demographic, adjustment, and online learning readiness-related factors. A sample of 380 Chinese students studying in South Korea was investigated. A three-step hierarchical multivariate regression revealed that doctoral students demonstrated significantly lower learning anxiety levels compared to freshmen. Adjustment-related factors explained significant additional variance in online learning anxiety, with length of stay, social support and language proficiency emerging as significant predictors. Online learning readiness-related factors were found to be the most powerful predictors in explaining learning anxiety, with self-directed learning, learner control, computer/internet self-efficacy and online communication self-efficacy being significant predictors. The findings were discussed, and future research implications were suggested.

Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners

Abstract This study addresses gaps in the existing literature on foreign language anxiety (FLA) by examining its impact on the oral proficiency of Chinese as a second language (CSL) learners. Unlike previous research, this investigation includes less commonly taught languages and considers the role of language contact as a mediating variable. Using structural equation modelling (SEM), we reveal that (1) CSL learning anxiety negatively affects CSL oral complexity and fluency in a direct way, but does not influence oral accuracy; (2) language contact affects CSL oral proficiency, with verbal contact having a particular impact on oral fluency; and (3) language contact does not mediate the relationship between CSL learning anxiety and oral proficiency. This study contributes to current theories of FLA in L2 acquisition by highlighting the roles of anxiety in different oral proficiency measurements even though the mediating effect of language contact does not exist.

A Study on the English Learning Anxiety of College Students in Webcast Teaching Environment

A Study on the English Learning Anxiety of College Students in Webcast Teaching Environment

Examining Foreign Language Learners’ Speaking Anxiety: The Case of English L2 Learners

Examining speaking anxiety in learners of foreign languages is important not only for the learners but also for teachers and curriculum designers. The study aimed to examine foreign language learners’ speaking anxiety in 100 M.A. students at Prince Sattam bin Abdulaziz University in Saudi Arabia. The survey was directed to M.A. students. The study used the PSCAS. The findings demonstrated that a variety of factors, including a limited vocabulary, pronunciation difficulties, social pressure, a lack of confidence, and negative past experiences, might contribute to speaking anxiety. Together, these components create a complex web of worry that keeps students from being open to vocal communication. However, the study also discovered several practical strategies that M.A. candidates could employ to boost their speaking confidence and lessen their speaking anxiety. These strategies included role-playing games, conversations in small groups, the use of technology, group projects involving collaborative speaking, regular constructive criticism, availability of interactive language labs, practical language application, progressively more difficult assignments, cultural immersion programs, and workshops on public speaking. By using these strategies, students can establish a supportive learning environment that promotes language proficiency and confidence. Based on the findings of this study, several recommendations were proposed, such as integration of supportive learning environments, utilization of technology, implementation of practical language application, training in public speaking, gradual complexity in assignments, and promotion of positive thinking.

Effective teaching for anxious learners—Seen, safe and supported By L.Surgeon, St Albans: Critical Publishing Limited. 2024. £19.99 (paperback). ISBN: 978‐1‐915713‐48‐3

Effective teaching for anxious learners—Seen, safe and supported By L.Surgeon, St Albans: Critical Publishing Limited. 2024. £19.99 (paperback). ISBN: 978‐1‐915713‐48‐3

Foreign Language Enjoyment and Anxiety of Chinese EFL Learners at the Tertiary Level: A Pseudo-Longitudinal Investigation

Foreign Language Enjoyment and Anxiety of Chinese EFL Learners at the Tertiary Level: A Pseudo-Longitudinal Investigation

Motivation and learning psychology of teachers in language translation learning

AbstractThis study aimed to understand pre‐service teachers’ motivations and learning psychologies in language teaching. The study used a phenomenology pattern, a qualitative research method, to gather pre‐service teachers’ views about language teaching, motivations and learning psychologies during translation activities. The study group consisted of 42 language department undergraduate students from the Education Faculty of a private university in TRNC in the 2022–2023 academic year, selected using the criterion sampling method. Data were collected through semi‐structured interviews. The NVIVO‐R1 qualitative data analysis program was used for categorisation and coding in the data analysis. The findings revealed that translation studies motivate and improve comprehension–explanation skills, increasing academic success, positively impacting learning psychology, and reducing anxiety. Effective teaching methods and motivation were influential factors in teaching language to pre‐service teachers. The study also found that reinforcers, intrinsic motivation, exemplification–association, measurable goals, teaching environment, teaching method and applied learning significantly affect the language teaching process and academic success. It was concluded that pre‐service teachers are attentive to their professional careers and motivations. Additionally, the study revealed that learning the historical development of the language and different types of translation positively contributed to the motivation levels, academic achievement and language learning knowledge and skills of pre‐service teachers. Regarding grammar teaching, pre‐service teachers highlighted the importance of focusing on the social and interactional dimensions of language in addition to grammar learning. They expressed that language learning anxiety stemmed from insufficient practice. Finally, the study suggested that the language‐learning problems of pre‐service teachers could be attributed to the neglect of translation studies.

Al-Alaaqah Baina Kafa’ah Azzatiyah wal Qolaq Fii Ta’allum Al-Lughah Al- ‘Arabiyah Lii Thullab Qismu Ta’liim Al-Lughah Al-‘Arabiyah

This study investigates the relationship between anxiety and self-efficacy in Arabic language learning. The study included ninety participants from the Arabic language education program. A correlational research design and a quantitative approach were used in the study. Data were gathered using anxiety and self-efficacy questionnaires related to learning Arabic. The data processing procedure included descriptive statistical analysis, including means, and inferential statistics employing correlation tests. Based on the research, the average self-efficacy score of students attending Arabic language lessons is 3.47, while the average anxiety score of students taking Arabic language classes is 3.01. 4) Students in the Arabic language education program at the State Islamic Religious Institute Palangkaraya have a 47.9% self-efficacy influence on their level of anxiety in learning Arabic, with 52.1% of their self-efficacy being influenced by other variables that the researcher did not look into. 3) Students' self-efficacy and anxiety in learning Arabic are significantly correlated.