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You searched for subject:(foreign language anxiety). Showing records 1 – 30 of 62 total matches.

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University of Debrecen

1. Végh, Zsuzsa. The Effects of Foreign Language Anxiety on Language Learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

This study focuses on foreign language anxiety which seems to be quite a common feeling among language learners. It is associated with feelings of discomfort and uneasiness in the language class. Advisors/Committee Members: Mónos, Katalin (advisor).

Subjects/Keywords: foreign language anxiety; language learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Végh, Z. (2013). The Effects of Foreign Language Anxiety on Language Learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Végh, Zsuzsa. “The Effects of Foreign Language Anxiety on Language Learning .” 2013. Thesis, University of Debrecen. Accessed July 16, 2019. http://hdl.handle.net/2437/174355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Végh, Zsuzsa. “The Effects of Foreign Language Anxiety on Language Learning .” 2013. Web. 16 Jul 2019.

Vancouver:

Végh Z. The Effects of Foreign Language Anxiety on Language Learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2437/174355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Végh Z. The Effects of Foreign Language Anxiety on Language Learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

2. Liu, Yueh-Hua. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 That learning a foreign language can create anxiety has been commonly reported by the language learners and documented in the literature and research on foreign(more)

Subjects/Keywords: Foreign Language Anxiety; Foreign Language Learning; Language Anxiety Triggers

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APA (6th Edition):

Liu, Y. (2014). Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Thesis, University of Houston. Accessed July 16, 2019. http://hdl.handle.net/10657/1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Web. 16 Jul 2019.

Vancouver:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10657/1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

3. Luo, Han. Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 The main purpose of this study was to develop a reliable and valid Chinese as a Foreign Language (CFL) Anxiety Scale based on a sound… (more)

Subjects/Keywords: Foreign language anxiety; Chinese as a foreign language; CFL anxiety

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APA (6th Edition):

Luo, H. (2011). Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Luo, Han. “Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety.” 2011. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Luo, Han. “Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety.” 2011. Web. 16 Jul 2019.

Vancouver:

Luo H. Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Luo H. Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waterloo

4. Scholz, Kyle. Reassessing foreign language classroom anxiety: Employing poststructuralist theories in a qualitative meta-analysis.

Degree: 2010, University of Waterloo

 This thesis will generate new insight into the study of classroom language anxiety and its method of analysis in current SLA discourse. Drawing heavily from… (more)

Subjects/Keywords: german; second language acquisition; foreign language anxiety

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APA (6th Edition):

Scholz, K. (2010). Reassessing foreign language classroom anxiety: Employing poststructuralist theories in a qualitative meta-analysis. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/5454

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Scholz, Kyle. “Reassessing foreign language classroom anxiety: Employing poststructuralist theories in a qualitative meta-analysis.” 2010. Thesis, University of Waterloo. Accessed July 16, 2019. http://hdl.handle.net/10012/5454.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Scholz, Kyle. “Reassessing foreign language classroom anxiety: Employing poststructuralist theories in a qualitative meta-analysis.” 2010. Web. 16 Jul 2019.

Vancouver:

Scholz K. Reassessing foreign language classroom anxiety: Employing poststructuralist theories in a qualitative meta-analysis. [Internet] [Thesis]. University of Waterloo; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10012/5454.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scholz K. Reassessing foreign language classroom anxiety: Employing poststructuralist theories in a qualitative meta-analysis. [Thesis]. University of Waterloo; 2010. Available from: http://hdl.handle.net/10012/5454

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

5. Tum, Danyal Oztas. A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 The aim of this study is to: (1) examine whether non-native EFL teachers experience feelings of foreign language teaching anxiety; (2) investigate whether non-native EFL… (more)

Subjects/Keywords: Anxiety; Foreign language teaching anxiety; Foreign language anxiety; EFL teachers; Student teachers

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APA (6th Edition):

Tum, D. O. (2010). A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tum, Danyal Oztas. “A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety.” 2010. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tum, Danyal Oztas. “A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety.” 2010. Web. 16 Jul 2019.

Vancouver:

Tum DO. A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tum DO. A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

6. Alghothani, Dima. Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

 This mixed-methods, qualitative dominant study investigated the issue of foreign language anxiety in an intermediate Arabic reading course. The first, quantitative phase of the study… (more)

Subjects/Keywords: Education; Arabic; Foreign Language Anxiety; Reading Anxiety; Heritage Language Learners

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APA (6th Edition):

Alghothani, D. (2010). Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538

Chicago Manual of Style (16th Edition):

Alghothani, Dima. “Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners.” 2010. Doctoral Dissertation, The Ohio State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538.

MLA Handbook (7th Edition):

Alghothani, Dima. “Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners.” 2010. Web. 16 Jul 2019.

Vancouver:

Alghothani D. Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538.

Council of Science Editors:

Alghothani D. Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538


University of Texas – Austin

7. Park, Sae Mee, 1985-. The effects of speaking anxiety on foreign language learning.

Degree: Foreign Language Education, 2009, University of Texas – Austin

 The purpose of this paper is to examine in depth and to synthesize the literature on foreign language anxiety, with specific focus on speaking anxiety.… (more)

Subjects/Keywords: Foreign language anxiety; Speaking anxiety; Second language acquisition; SLA; ESL; EFL; Communication apprehension

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APA (6th Edition):

Park, Sae Mee, 1. (2009). The effects of speaking anxiety on foreign language learning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2009-12-651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Park, Sae Mee, 1985-. “The effects of speaking anxiety on foreign language learning.” 2009. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/ETD-UT-2009-12-651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Park, Sae Mee, 1985-. “The effects of speaking anxiety on foreign language learning.” 2009. Web. 16 Jul 2019.

Vancouver:

Park, Sae Mee 1. The effects of speaking anxiety on foreign language learning. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2009-12-651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Park, Sae Mee 1. The effects of speaking anxiety on foreign language learning. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/ETD-UT-2009-12-651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Rochester

8. Hsiao, Ching Hung. Anxieties and achievement goals : their relationships in contexts of learning Chinese as a foreign language.

Degree: PhD, 2014, University of Rochester

 In this study, I investigated language anxiety and the relationships between language anxieties and achievement goals among college students in the context of learning Mandarin… (more)

Subjects/Keywords: Achievement goal; Anxiety; Chinese; Foreign language; Language task; Length of study

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APA (6th Edition):

Hsiao, C. H. (2014). Anxieties and achievement goals : their relationships in contexts of learning Chinese as a foreign language. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28325

Chicago Manual of Style (16th Edition):

Hsiao, Ching Hung. “Anxieties and achievement goals : their relationships in contexts of learning Chinese as a foreign language.” 2014. Doctoral Dissertation, University of Rochester. Accessed July 16, 2019. http://hdl.handle.net/1802/28325.

MLA Handbook (7th Edition):

Hsiao, Ching Hung. “Anxieties and achievement goals : their relationships in contexts of learning Chinese as a foreign language.” 2014. Web. 16 Jul 2019.

Vancouver:

Hsiao CH. Anxieties and achievement goals : their relationships in contexts of learning Chinese as a foreign language. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1802/28325.

Council of Science Editors:

Hsiao CH. Anxieties and achievement goals : their relationships in contexts of learning Chinese as a foreign language. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28325


Linnaeus University

9. Nessler, Nina. The Speaking Silence : A qualitative study of how Swedish teachers meet and handle the challenges of speaking anxiety among their students in English language education.

Degree: Languages, 2018, Linnaeus University

  Being able to communicate, interact and speak your mind in our time is considered one of the most essential proficiencies, especially in English which… (more)

Subjects/Keywords: Speaking anxiety; Performance anxiety; English as a foreign language; Languages and Literature; Språk och litteratur

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APA (6th Edition):

Nessler, N. (2018). The Speaking Silence : A qualitative study of how Swedish teachers meet and handle the challenges of speaking anxiety among their students in English language education. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75965

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nessler, Nina. “The Speaking Silence : A qualitative study of how Swedish teachers meet and handle the challenges of speaking anxiety among their students in English language education.” 2018. Thesis, Linnaeus University. Accessed July 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75965.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nessler, Nina. “The Speaking Silence : A qualitative study of how Swedish teachers meet and handle the challenges of speaking anxiety among their students in English language education.” 2018. Web. 16 Jul 2019.

Vancouver:

Nessler N. The Speaking Silence : A qualitative study of how Swedish teachers meet and handle the challenges of speaking anxiety among their students in English language education. [Internet] [Thesis]. Linnaeus University; 2018. [cited 2019 Jul 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75965.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nessler N. The Speaking Silence : A qualitative study of how Swedish teachers meet and handle the challenges of speaking anxiety among their students in English language education. [Thesis]. Linnaeus University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75965

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Schindewolf, Ariel. Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.

Degree: 2014, University of California – eScholarship, University of California

 AbstractGuiding students in the development of their oral communication skills is one of the most important parts of a foreign language course. However, the success… (more)

Subjects/Keywords: Modern language; Linguistics; Foreign language instruction; Applied Linguistics; Drama/Theater; Foreign language anxiety; Foreign language pedagogy; Spanish as a foreign language; Speaking confidence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schindewolf, A. (2014). Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/4rm3j3wf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schindewolf, Ariel. “Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.” 2014. Thesis, University of California – eScholarship, University of California. Accessed July 16, 2019. http://www.escholarship.org/uc/item/4rm3j3wf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schindewolf, Ariel. “Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.” 2014. Web. 16 Jul 2019.

Vancouver:

Schindewolf A. Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. [Internet] [Thesis]. University of California – eScholarship, University of California; 2014. [cited 2019 Jul 16]. Available from: http://www.escholarship.org/uc/item/4rm3j3wf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schindewolf A. Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. [Thesis]. University of California – eScholarship, University of California; 2014. Available from: http://www.escholarship.org/uc/item/4rm3j3wf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. McNiel-Cho, Eunsook. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  This study explored the effects of immersion training on the learner's affective behaviors such as motivation and attitude, anxiety, and self-confidence in foreign language(more)

Subjects/Keywords: Affect; Anxiety; Foreign language education; Immersion training; Motivation; Self-confidence; Education

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APA (6th Edition):

McNiel-Cho, E. (2013). Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/64

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McNiel-Cho, Eunsook. “Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.” 2013. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/64.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McNiel-Cho, Eunsook. “Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.” 2013. Web. 16 Jul 2019.

Vancouver:

McNiel-Cho E. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/64.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McNiel-Cho E. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/64

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

12. Bollinger, Anastasia. Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms.

Degree: 2017, Liberty University

 This research sought to examine the differences between students’ foreign language anxiety levels (high, moderate, low) and student achievement in different learning environments (traditional or… (more)

Subjects/Keywords: Distance Foreign Language Learning; Foreign Language Achievement; Foreign Language Anxiety; Foreign Language Education; Traditional Classroom; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

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APA (6th Edition):

Bollinger, A. (2017). Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1429

Chicago Manual of Style (16th Edition):

Bollinger, Anastasia. “Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms.” 2017. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/1429.

MLA Handbook (7th Edition):

Bollinger, Anastasia. “Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms.” 2017. Web. 16 Jul 2019.

Vancouver:

Bollinger A. Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/1429.

Council of Science Editors:

Bollinger A. Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1429


Northeastern University

13. Cai, Qinghong. Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom.

Degree: EdD, School of Education, 2017, Northeastern University

 Bilingual Guided Meditation (BGM®) is an innovative contemplative practice designed to reduce college students' anxiety while learning a foreign language and to optimize foreign language(more)

Subjects/Keywords: Bilingual Guided Meditation; bilingual input; foreign language academic performance; Foreign Language Classroom Anxiety Scale (FLCAS); positive suggestion; Suggestopedia theory

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APA (6th Edition):

Cai, Q. (2017). Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20258571

Chicago Manual of Style (16th Edition):

Cai, Qinghong. “Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom.” 2017. Doctoral Dissertation, Northeastern University. Accessed July 16, 2019. http://hdl.handle.net/2047/D20258571.

MLA Handbook (7th Edition):

Cai, Qinghong. “Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom.” 2017. Web. 16 Jul 2019.

Vancouver:

Cai Q. Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2047/D20258571.

Council of Science Editors:

Cai Q. Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20258571

14. Kress, Michelle T. Reading anxiety among Arabic speaking students.

Degree: 2015, SUNY College at Fredonia

 Reading anxiety can become a great hindrance to an Arabic speaking student’s language acquisition. The anxiety acts as a barrier to the reading process making… (more)

Subjects/Keywords: Anxiety  – Testing.; Arab students.; Reading comprehension  – Ability testing.; English language  – Study and teaching  – Foreign speakers.

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APA (6th Edition):

Kress, M. T. (2015). Reading anxiety among Arabic speaking students. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65727

Chicago Manual of Style (16th Edition):

Kress, Michelle T. “Reading anxiety among Arabic speaking students. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed July 16, 2019. http://hdl.handle.net/1951/65727.

MLA Handbook (7th Edition):

Kress, Michelle T. “Reading anxiety among Arabic speaking students. ” 2015. Web. 16 Jul 2019.

Vancouver:

Kress MT. Reading anxiety among Arabic speaking students. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1951/65727.

Council of Science Editors:

Kress MT. Reading anxiety among Arabic speaking students. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65727

15. Galante, Angelica. The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study .

Degree: Department of Applied Linguistics, 2013, Brock University

 Previous research has suggested that drama has positive effects on learners' oral communication and anxiety; however, it is unclear which dimensions, or to what extent,… (more)

Subjects/Keywords: Oral Fluency; Foreign Language Anxiety

…x29; drama-based program impacts oral fluency and foreign language speaking anxiety (… …fluency and foreign language speaking anxiety (FLSA) respectively, are affected by… …positively impacts Foreign Language Speaking Anxiety (FLSA), and explores whether there… …experience lower levels of foreign language speaking anxiety compared to learners in a non-drama… …EFL program? 3. How are foreign language speaking anxiety and oral fluency interrelated? 6… 

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APA (6th Edition):

Galante, A. (2013). The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/4225

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Galante, Angelica. “The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study .” 2013. Thesis, Brock University. Accessed July 16, 2019. http://hdl.handle.net/10464/4225.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Galante, Angelica. “The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study .” 2013. Web. 16 Jul 2019.

Vancouver:

Galante A. The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study . [Internet] [Thesis]. Brock University; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10464/4225.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Galante A. The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study . [Thesis]. Brock University; 2013. Available from: http://hdl.handle.net/10464/4225

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Wayne State University

16. Bluestein, May Ritta. Computer Assisted Language Learning For Spanish Oral Proficiency.

Degree: PhD, Curriculum and Instruction, 2017, Wayne State University

  ABSTRACT COMPUTER ASSISTED LANGUAGE LEARNING FOR SPANISH ORAL PROFICIENCY by MAY RITTA BLUESTEIN December 2017 Advisor: Dr. Jazlin Ebenezer Major: Curriculum and Instruction Degree:… (more)

Subjects/Keywords: Computer assisted language learning; foreign language anxiety; integrative motivation; post-modern; second language acquisition; Other Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bluestein, M. R. (2017). Computer Assisted Language Learning For Spanish Oral Proficiency. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1786

Chicago Manual of Style (16th Edition):

Bluestein, May Ritta. “Computer Assisted Language Learning For Spanish Oral Proficiency.” 2017. Doctoral Dissertation, Wayne State University. Accessed July 16, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1786.

MLA Handbook (7th Edition):

Bluestein, May Ritta. “Computer Assisted Language Learning For Spanish Oral Proficiency.” 2017. Web. 16 Jul 2019.

Vancouver:

Bluestein MR. Computer Assisted Language Learning For Spanish Oral Proficiency. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2019 Jul 16]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1786.

Council of Science Editors:

Bluestein MR. Computer Assisted Language Learning For Spanish Oral Proficiency. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1786


Michigan State University

17. Yao, Changchang. Does perceived language difficulty hinder language learning.

Degree: 2015, Michigan State University

"This is an empirical study that investigates 1) the relationship between perceived language difficulty and foreign language anxiety (FLA) in a beginner-level Chinese lesson as… (more)

Subjects/Keywords: Language and languages – Study and teaching; Chinese language – Study and teaching – Foreign speakers; Learning, Psychology of; Anxiety; Language

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yao, C. (2015). Does perceived language difficulty hinder language learning. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3363

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Thesis, Michigan State University. Accessed July 16, 2019. http://etd.lib.msu.edu/islandora/object/etd:3363.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Web. 16 Jul 2019.

Vancouver:

Yao C. Does perceived language difficulty hinder language learning. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Jul 16]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yao C. Does perceived language difficulty hinder language learning. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

18. Brazzale, Rebecca Leigh. Student Perceptions of Strategies Used for Reading Hispanic Literature: A Case Study.

Degree: MA, 2014, Brigham Young University

 This qualitative study investigated the experiences of students during their reading tasks for their university Spanish courses during the Fall 2013 semester at Brigham Young… (more)

Subjects/Keywords: foreign language education; second language acquisition; literature; reading; reading strategies; motivation; affect; assessment; washback; university curriculum; student perceptions; foreign language proficiency; motivation; anxiety; differentiation; Spanish and Portuguese Language and Literature

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brazzale, R. L. (2014). Student Perceptions of Strategies Used for Reading Hispanic Literature: A Case Study. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5088&context=etd

Chicago Manual of Style (16th Edition):

Brazzale, Rebecca Leigh. “Student Perceptions of Strategies Used for Reading Hispanic Literature: A Case Study.” 2014. Masters Thesis, Brigham Young University. Accessed July 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5088&context=etd.

MLA Handbook (7th Edition):

Brazzale, Rebecca Leigh. “Student Perceptions of Strategies Used for Reading Hispanic Literature: A Case Study.” 2014. Web. 16 Jul 2019.

Vancouver:

Brazzale RL. Student Perceptions of Strategies Used for Reading Hispanic Literature: A Case Study. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Jul 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5088&context=etd.

Council of Science Editors:

Brazzale RL. Student Perceptions of Strategies Used for Reading Hispanic Literature: A Case Study. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5088&context=etd


University of North Texas

19. Hu, Jiaying. The Perception and Viability of English Corner on the American Campus.

Degree: 2014, University of North Texas

 International students are often under considerable pressure from language barriers, culture shock, social isolation and lack of social support in American universities. Those stressors often… (more)

Subjects/Keywords: English corner; anxiety; scaffolding; English language  – Study and teaching  – Foreign speakers.; Second language acquisition.; Students, Foreign  – United States.; English language  – Spoken English.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hu, J. (2014). The Perception and Viability of English Corner on the American Campus. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699981/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hu, Jiaying. “The Perception and Viability of English Corner on the American Campus.” 2014. Thesis, University of North Texas. Accessed July 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc699981/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hu, Jiaying. “The Perception and Viability of English Corner on the American Campus.” 2014. Web. 16 Jul 2019.

Vancouver:

Hu J. The Perception and Viability of English Corner on the American Campus. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Jul 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699981/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hu J. The Perception and Viability of English Corner on the American Campus. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699981/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

20. Kimura, Harumi. A Self-Presentational Perspective on Foreign Language Listening Anxiety.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

This study uses a self-presentational framework to investigate second language listening anxiety (L2 listening anxiety) among university students learning English in Japan… (more)

Subjects/Keywords: Educational Psychology; English as a Second Language; Foreign Language Instruction; anxiety; L2 listening; learner psychology; self-consciousness; self-presentation; TESOL

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APA (6th Edition):

Kimura, H. (2011). A Self-Presentational Perspective on Foreign Language Listening Anxiety. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,157205

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kimura, Harumi. “A Self-Presentational Perspective on Foreign Language Listening Anxiety.” 2011. Thesis, Temple University. Accessed July 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,157205.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kimura, Harumi. “A Self-Presentational Perspective on Foreign Language Listening Anxiety.” 2011. Web. 16 Jul 2019.

Vancouver:

Kimura H. A Self-Presentational Perspective on Foreign Language Listening Anxiety. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Jul 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,157205.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kimura H. A Self-Presentational Perspective on Foreign Language Listening Anxiety. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,157205

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alabama

21. Lepore, Cindy E. Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions.

Degree: 2014, University of Alabama

 This study investigated students' motivation to develop pronunciation skills while participating in shared conversations called interpersonal audio discussions because research has suggested that learners desire… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Linguistics; Language; Foreign language instruction; anxiety; interactive; motivation; oral; pronunciation; self-confidence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lepore, C. E. (2014). Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/120425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lepore, Cindy E. “Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions.” 2014. Thesis, University of Alabama. Accessed July 16, 2019. http://purl.lib.ua.edu/120425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lepore, Cindy E. “Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions.” 2014. Web. 16 Jul 2019.

Vancouver:

Lepore CE. Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Jul 16]. Available from: http://purl.lib.ua.edu/120425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lepore CE. Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/120425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

22. Yilmaz, Tuba. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 This study addresses the issues related to fear of negative evaluation in two classroom settings: the classrooms where the majority of the students are native… (more)

Subjects/Keywords: Anxiety; Classrooms; Educational evaluation; English language learners; Fear; Foreign language learning; Learning; Native languages; Nonnative languages; Student evaluation; class  – classroom

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yilmaz, T. (2014). The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047197

Chicago Manual of Style (16th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Masters Thesis, University of Florida. Accessed July 16, 2019. http://ufdc.ufl.edu/UFE0047197.

MLA Handbook (7th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Web. 16 Jul 2019.

Vancouver:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Jul 16]. Available from: http://ufdc.ufl.edu/UFE0047197.

Council of Science Editors:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047197

23. Lee, Jeonghyun. Adolescents' L2 speaking anxiety : review of the literature and implications.

Degree: Foreign Language Education, 2014, University of Texas – Austin

 This report addresses the importance of discussing adolescent learners in regard with their anxiety about foreign or second language (L2) speaking performance. To find implications… (more)

Subjects/Keywords: Adolescent language learners; Foreign language learning anxiety; L2 speaking anxiety

…understand the speaking anxiety of adolescent foreign language learners. b. Preview of the Report… …adolescent development and foreign language learning anxiety, and to suggest implications on how to… …x29; communication apprehension, b) foreign language learning anxiety, and c)… …the theoretical concept and findings on foreign language learning anxiety in general and on… …L2 speaking anxiety in particular. b. Foreign Language Learning Anxiety Foreign language… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lee, J. (2014). Adolescents' L2 speaking anxiety : review of the literature and implications. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Jeonghyun. “Adolescents' L2 speaking anxiety : review of the literature and implications.” 2014. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/26314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Jeonghyun. “Adolescents' L2 speaking anxiety : review of the literature and implications.” 2014. Web. 16 Jul 2019.

Vancouver:

Lee J. Adolescents' L2 speaking anxiety : review of the literature and implications. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/26314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee J. Adolescents' L2 speaking anxiety : review of the literature and implications. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Beal, Kenneth David. The Correlates of Storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) Method of Foreign Language Instruction on Anxiety, Continued Enrollment and Academic Success in MIddle and High School Students.

Degree: PhD, Curriculum and Teaching, 2011, University of Kansas

 The purpose of this study is to explore storytelling as it is used in the foreign language teaching method called Teaching Proficiency through Reading and… (more)

Subjects/Keywords: Foreign language instruction; Academic achievement; Anxiety; Enrollment; Foreign language; Tprs

…receptive skills and academic achievement. Anxiety will be measured using the Foreign Language… …in the Midwest. The student survey will include the Foreign Language Classroom Anxiety… …ability levels who continue with the same foreign language continues to rise” (Schmitz… …and grammar introduction and reinforcement will have lower anxiety scores on the Foreign… …Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz and Cope… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Beal, K. D. (2011). The Correlates of Storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) Method of Foreign Language Instruction on Anxiety, Continued Enrollment and Academic Success in MIddle and High School Students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7915

Chicago Manual of Style (16th Edition):

Beal, Kenneth David. “The Correlates of Storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) Method of Foreign Language Instruction on Anxiety, Continued Enrollment and Academic Success in MIddle and High School Students.” 2011. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/7915.

MLA Handbook (7th Edition):

Beal, Kenneth David. “The Correlates of Storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) Method of Foreign Language Instruction on Anxiety, Continued Enrollment and Academic Success in MIddle and High School Students.” 2011. Web. 16 Jul 2019.

Vancouver:

Beal KD. The Correlates of Storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) Method of Foreign Language Instruction on Anxiety, Continued Enrollment and Academic Success in MIddle and High School Students. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/7915.

Council of Science Editors:

Beal KD. The Correlates of Storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) Method of Foreign Language Instruction on Anxiety, Continued Enrollment and Academic Success in MIddle and High School Students. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/7915

25. Kurt, Erdoğan. Lise öğrencilerinin İngilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu .

Degree: ESOGÜ, Eğitim Fakültesi, Eğitim Programlar ve Öğretim, 2016, Eskisehir Osmangazi University

 Bu çalışmada lise öğrencilerinin İngilizce öğrenme özerklik algısı ile İngilizce motivasyonu, İngilizce öz yeterlik inancı ve yabancı dil öğrenme kaygısı gibi duyuşsal faktörler arasındaki ilişki… (more)

Subjects/Keywords: İngilizce Öğrenme Özerkliği; Dil Öğrenme Motivasyonu; Yabancı Dil Kaygısı; Öz Yeterlik İnancı; English Learning Autonomy; Foreign Language Learning Motivation; Foreign Language Learning Anxiety; English Self-Efficacy

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APA (6th Edition):

Kurt, E. (2016). Lise öğrencilerinin İngilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/1325

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kurt, Erdoğan. “Lise öğrencilerinin İngilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu .” 2016. Thesis, Eskisehir Osmangazi University. Accessed July 16, 2019. http://hdl.handle.net/11684/1325.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kurt, Erdoğan. “Lise öğrencilerinin İngilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu .” 2016. Web. 16 Jul 2019.

Vancouver:

Kurt E. Lise öğrencilerinin İngilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu . [Internet] [Thesis]. Eskisehir Osmangazi University; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11684/1325.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kurt E. Lise öğrencilerinin İngilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu . [Thesis]. Eskisehir Osmangazi University; 2016. Available from: http://hdl.handle.net/11684/1325

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kansas State University

26. Samadi, Mohammad Rahim. Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices.

Degree: MA, Department of Modern Languages, 2011, Kansas State University

 The role of first language (L1) has been controversial in foreign language (FL) learning and teaching. This study examines the relationship between L1 use and… (more)

Subjects/Keywords: L1 use; FL use; Learner anxiety; FL proficiency level; Gender; Education level; Foreign Language Instruction (0444)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Samadi, M. R. (2011). Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/7994

Chicago Manual of Style (16th Edition):

Samadi, Mohammad Rahim. “Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices.” 2011. Masters Thesis, Kansas State University. Accessed July 16, 2019. http://hdl.handle.net/2097/7994.

MLA Handbook (7th Edition):

Samadi, Mohammad Rahim. “Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices.” 2011. Web. 16 Jul 2019.

Vancouver:

Samadi MR. Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices. [Internet] [Masters thesis]. Kansas State University; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2097/7994.

Council of Science Editors:

Samadi MR. Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices. [Masters Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/7994


University of Texas – Austin

27. Huang, Heng-Tsung Danny. Modeling the relationships among topical knowledge, anxiety, and integrated speaking test performance: a structural equation modeling approach.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 Thus far, few research studies have examined the practice of integrated speaking test tasks in the field of second/foreign language oral assessment. This dissertation utilized… (more)

Subjects/Keywords: English as a Foreign Language; Integrated Tests; Topical Knowledge; Anxiety; Test-Taker Characteristics; Structural Equation Modeling

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APA (6th Edition):

Huang, H. D. (2010). Modeling the relationships among topical knowledge, anxiety, and integrated speaking test performance: a structural equation modeling approach. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Huang, Heng-Tsung Danny. “Modeling the relationships among topical knowledge, anxiety, and integrated speaking test performance: a structural equation modeling approach.” 2010. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Huang, Heng-Tsung Danny. “Modeling the relationships among topical knowledge, anxiety, and integrated speaking test performance: a structural equation modeling approach.” 2010. Web. 16 Jul 2019.

Vancouver:

Huang HD. Modeling the relationships among topical knowledge, anxiety, and integrated speaking test performance: a structural equation modeling approach. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Huang HD. Modeling the relationships among topical knowledge, anxiety, and integrated speaking test performance: a structural equation modeling approach. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Utah State University

28. Ko, Young-Ah. The Effects of Pedagogical Agents on Listening Anxiety and Listening Comprehension in an English as a Foreign Language Context.

Degree: PhD, Instructional Technology and Learning Sciences, 2010, Utah State University

 This study aimed to explore the impact of pedagogical agents in computer-based listening instruction on EFL students' listening anxiety levels and listening comprehension skills. A… (more)

Subjects/Keywords: pedagogical agents; listening anxiety; listening comprehension; English as a foreign language; educational technology; Instructional Media Design

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ko, Y. (2010). The Effects of Pedagogical Agents on Listening Anxiety and Listening Comprehension in an English as a Foreign Language Context. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/822

Chicago Manual of Style (16th Edition):

Ko, Young-Ah. “The Effects of Pedagogical Agents on Listening Anxiety and Listening Comprehension in an English as a Foreign Language Context.” 2010. Doctoral Dissertation, Utah State University. Accessed July 16, 2019. https://digitalcommons.usu.edu/etd/822.

MLA Handbook (7th Edition):

Ko, Young-Ah. “The Effects of Pedagogical Agents on Listening Anxiety and Listening Comprehension in an English as a Foreign Language Context.” 2010. Web. 16 Jul 2019.

Vancouver:

Ko Y. The Effects of Pedagogical Agents on Listening Anxiety and Listening Comprehension in an English as a Foreign Language Context. [Internet] [Doctoral dissertation]. Utah State University; 2010. [cited 2019 Jul 16]. Available from: https://digitalcommons.usu.edu/etd/822.

Council of Science Editors:

Ko Y. The Effects of Pedagogical Agents on Listening Anxiety and Listening Comprehension in an English as a Foreign Language Context. [Doctoral Dissertation]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/822


Stockholm University

29. Leinonen, Emma. Livet som andraspråkstalare i Sverige : Hur finländare upplever användning av det svenska språket i Sverige.

Degree: Centre for Research on Bilingualism, 2019, Stockholm University

  I denna studie undersöks hur relativt nyanlända finländare har upplevt användning av svenska i Sverige och hur deras identitet som andraspråkstalare har blivit påverkad… (more)

Subjects/Keywords: foreign language anxiety; Svenska som andraspråk; finlandssvenska; svenskundervisning; andraspråkstalare; investering; legitimt språk; Languages and Literature; Språk och litteratur

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Leinonen, E. (2019). Livet som andraspråkstalare i Sverige : Hur finländare upplever användning av det svenska språket i Sverige. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Leinonen, Emma. “Livet som andraspråkstalare i Sverige : Hur finländare upplever användning av det svenska språket i Sverige.” 2019. Thesis, Stockholm University. Accessed July 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Leinonen, Emma. “Livet som andraspråkstalare i Sverige : Hur finländare upplever användning av det svenska språket i Sverige.” 2019. Web. 16 Jul 2019.

Vancouver:

Leinonen E. Livet som andraspråkstalare i Sverige : Hur finländare upplever användning av det svenska språket i Sverige. [Internet] [Thesis]. Stockholm University; 2019. [cited 2019 Jul 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leinonen E. Livet som andraspråkstalare i Sverige : Hur finländare upplever användning av det svenska språket i Sverige. [Thesis]. Stockholm University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Chen, Yen-Ju. Foreign language listening comprehension anxiety and anxiety management strategies.

Degree: Foreign Language Education, 2014, University of Texas – Austin

 By reviewing previous studies, this report aims to explore foreign language listening anxiety and provide a description of anxiety management strategies. There are three parts… (more)

Subjects/Keywords: Foreign language listening comprehension anxiety; Anxiety management strategy

foreign language listening anxiety. I hope through exploration from previous studies, the… …language anxiety is explored. Finally, the report focuses on foreign language listening anxiety… …learners from acquiring the comprehensible input they receive. b. Foreign Language Anxiety… …Logically, the concept of foreign language listening comprehension anxiety is associated with… …general foreign language anxiety. Research has identified language anxiety as situation-specific… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chen, Y. (2014). Foreign language listening comprehension anxiety and anxiety management strategies. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chen, Yen-Ju. “Foreign language listening comprehension anxiety and anxiety management strategies.” 2014. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/28540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chen, Yen-Ju. “Foreign language listening comprehension anxiety and anxiety management strategies.” 2014. Web. 16 Jul 2019.

Vancouver:

Chen Y. Foreign language listening comprehension anxiety and anxiety management strategies. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/28540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen Y. Foreign language listening comprehension anxiety and anxiety management strategies. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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