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- W1523186002 abstract "Foreign language anxiety has been identified as one of the major factors detrimental to foreign language acquisition and delivery. Much research has focused on language anxiety in classroom environments while relatively little has explored language anxiety in daily social situations. With the consistently high number of Taiwanese students studying in English-speaking countries, it is necessary to gain more understanding of English communication issues students encounter in a foreign country. This study examines the underlying constructs of English classroom anxiety and English communication anxiety, and the relationships between language anxiety and selected individual difference variables. The English communication anxiety scale was designed to measure students' English anxiety arising from social interactions. Exploratory factor analyses and multiple regression techniques were used to analyze the data. The results indicate that students' English classroom anxiety primarily falls into two dimensions: communication apprehension and fear of negative evaluation. Students' English communication anxiety falls into three dimensions: social-communication anxiety, fear of negative evaluation, and anxiety in cross-cultural interactions. The results also reveal that self-perceived English oral proficiency is the most significant predictor of both types of anxiety. Finally, pedagogical implications and recommendations are discussed." @default.
- W1523186002 created "2016-06-24" @default.
- W1523186002 creator A5057232176 @default.
- W1523186002 date "2012-12-01" @default.
- W1523186002 modified "2023-09-23" @default.
- W1523186002 title "Language Anxiety: From the Classroom to the Community" @default.
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- W1523186002 doi "https://doi.org/10.6330/etl.2012.36.4.01" @default.
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