Pub Date : 2023-03-01DOI: 10.1017/S0267190523000028
Mostafa Papi, Hassan Khajavy
Abstract Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the construct (e.g., Cheng, 2004; Horwitz et al., 1986). The second group has explored the impact of L2 anxiety on various motivational, behavioral, learning, and performance aspects of L2 learning (e.g., Gkonou et al., 2017). Finally, the third group has investigated different sources of L2 anxiety (Papi & Khajavy, 2021). In this manuscript, we will draw on studies from the three strands to present an overview of the state of research on this construct and conclude by discussing major issues with the conceptualization, measurement, and design of studies on L2 anxiety.
摘要二语焦虑是二语习得中研究最多的情感因素。在过去的几十年里，人们从不同的角度对这种情绪进行了大量的研究。这些研究可分为三类。第一组试图概念化和操作化第二语言焦虑，并确定该结构的不同组成部分或维度(例如，Cheng, 2004;Horwitz et al.， 1986)。第二组探讨了二语焦虑对二语学习的各种动机、行为、学习和表现方面的影响(例如，Gkonou等人，2017)。最后，第三组研究了第二语言焦虑的不同来源(Papi & Khajavy, 2021)。在本文中，我们将借鉴这三个方面的研究来概述这一结构的研究现状，并通过讨论二语焦虑研究的概念化、测量和设计的主要问题来结束。
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Pub Date : 2023-03-01DOI: 10.1017/S0267190523000053
Julia Goetze
Abstract This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ language classroom anxiety (LCA) and contends the benefit of pursuing and expanding LTA research. Specifically, the paper first traces the development of LTA inquiry from its inception in the 1990s until today and highlights how it historically aligned with and, more recently, diverges from LCA research. After establishing LTA as an idiosyncratic variable in instructed language learning and teaching contexts, I grapple with the questions of whether and why LTA merits further research attention and suggest that the pursuit of LTA research is not only beneficial to examine the role of teachers’ emotions in instructed language learning but also for the advancement of three other flourishing domains in the field of second language acquisition (SLA). These include the diversification of theoretical frameworks through which language classroom emotions can be examined, the advancement of research methodologies, and the role of emotions in social justice-centered approaches to language teaching (e.g., pedagogies of discomfort).
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Pub Date : 2023-03-01DOI: 10.1017/S0267190523000119
Derek Reagan, E. Fell, Alison Mackey
It seems apt to allude to W. H. Auden’s titular poem, “Age of Anxiety,” as we introduce this, the 43rd issue of the Annual Review of Applied Linguistics. The poem was written in the midst of social, political, and psychological upheavals resulting from World War II. Today, the world is still grappling with social, political, and psychological upheavals amid global conflicts as well as the COVID pandemic. The applied linguistics and language learning landscape we find ourselves in today seems no different. Throughout second language acquisition research, the emotion of anxiety has been one of the most studied affective variables (Gass et al., 2020) and yet remains one of the more elusive variables to characterize and operationalize, given how highly personal, multidimensional, and vulnerable each of our experiences with anxiety is. Some attempts to characterize anxiety frame it as a kind of filter through which individual second language skills are experienced, such as speaking in another language. Other characterizations take a more global approach, portraying anxiety as a microreaction to macro-stresses, such as experiencing pressure to learn another language, especially if that language is the lingua franca, the learning of which can be viewed as the difference between an individual’s success or failure. In both of these examples, anxiety can affect a learner’s ability to process and recall new information, making second language learning and performance an anxiety-provoking task. It may, then, be no surprise that anxiety has traditionally been viewed as one of the primary obstacles to language learning. This is evident in early constructs like the affective filter hypothesis (see Dulay & Burt, 1977; Krashen, 1982), which was a metaphorical barrier made up of affective emotions including anxiety that inhibited second language learning, and it was only occasionally, in its mildest form of arousal, viewed as potentially facilitating (e.g., Scovel, 1978). While these early and traditional perspectives on anxiety are still present in much research today, the authors of the current issue challenge readers to continue to reconceptualize the innumerable roles in which anxiety appears to play in second language learning. In the first article in the current issue by Dewaele, Botes, and Meftah, “A Three-Body Problem,” the authors expand the traditional conception of anxiety to create a multicomponent framework, integrating it with language enjoyment and boredom. In expanding how anxiety is seen, their paper investigates which of three emotional variables—anxiety, boredom, or enjoyment—best predicts academic achievement in an English as a foreign language (EFL) classroom. The research design used structural equation modeling and cross-sectional data from 502 learners in Morocco. The three learner emotion variables under investigation, foreign language classroom anxiety, foreign language boredom, and foreign language enjoyment were all found to predict
{"title":"Applied linguistics in the age of anxiety","authors":"Derek Reagan, E. Fell, Alison Mackey","doi":"10.1017/S0267190523000119","DOIUrl":"https://doi.org/10.1017/S0267190523000119","url":null,"abstract":"It seems apt to allude to W. H. Auden’s titular poem, “Age of Anxiety,” as we introduce this, the 43rd issue of the Annual Review of Applied Linguistics. The poem was written in the midst of social, political, and psychological upheavals resulting from World War II. Today, the world is still grappling with social, political, and psychological upheavals amid global conflicts as well as the COVID pandemic. The applied linguistics and language learning landscape we find ourselves in today seems no different. Throughout second language acquisition research, the emotion of anxiety has been one of the most studied affective variables (Gass et al., 2020) and yet remains one of the more elusive variables to characterize and operationalize, given how highly personal, multidimensional, and vulnerable each of our experiences with anxiety is. Some attempts to characterize anxiety frame it as a kind of filter through which individual second language skills are experienced, such as speaking in another language. Other characterizations take a more global approach, portraying anxiety as a microreaction to macro-stresses, such as experiencing pressure to learn another language, especially if that language is the lingua franca, the learning of which can be viewed as the difference between an individual’s success or failure. In both of these examples, anxiety can affect a learner’s ability to process and recall new information, making second language learning and performance an anxiety-provoking task. It may, then, be no surprise that anxiety has traditionally been viewed as one of the primary obstacles to language learning. This is evident in early constructs like the affective filter hypothesis (see Dulay & Burt, 1977; Krashen, 1982), which was a metaphorical barrier made up of affective emotions including anxiety that inhibited second language learning, and it was only occasionally, in its mildest form of arousal, viewed as potentially facilitating (e.g., Scovel, 1978). While these early and traditional perspectives on anxiety are still present in much research today, the authors of the current issue challenge readers to continue to reconceptualize the innumerable roles in which anxiety appears to play in second language learning. In the first article in the current issue by Dewaele, Botes, and Meftah, “A Three-Body Problem,” the authors expand the traditional conception of anxiety to create a multicomponent framework, integrating it with language enjoyment and boredom. In expanding how anxiety is seen, their paper investigates which of three emotional variables—anxiety, boredom, or enjoyment—best predicts academic achievement in an English as a foreign language (EFL) classroom. The research design used structural equation modeling and cross-sectional data from 502 learners in Morocco. The three learner emotion variables under investigation, foreign language classroom anxiety, foreign language boredom, and foreign language enjoyment were all found to predict","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"1 - 6"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48613405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1017/S0267190523000065
P. MacIntyre, Molly F. McGillivray
Abstract The paper examines anxiety as an important emotion for language learning and communication, using the intraindividual, dynamic emotional experience as a grounding for understanding the antecedents and consequences of anxiety arousal. The bulk of the existing literature, as reflected in three recent meta-analyses, treats language anxiety as a stable individual difference (ID) factor, documenting its correlations with test performance, course grades, and other indices of language proficiency. This literature contributes to understanding the impact of language anxiety on various linguistic processes. However, the typical ID approach has difficulty documenting the inner workings of language anxiety, and especially its dynamic relationships with other emotions, language processing, and the ebb and flow of anxiety in social situations. To address the limitations of the typical ID approach, this paper will argue that starting from an intrapersonal and dynamic perspective allows more detailed consideration of the myriad ways anxiety interacts with language, situating it among other influential processes that unfold in real time, including the complex interactions among positive and negative emotions. The paper will draw on the work emerging from the perspective of complex dynamic systems, with a focus on the value of individual-level methods for generating new types of research questions. The idiodynamic approach to research will be used to document the complexity of language anxiety in practice. The paper concludes with a call for more individual-level, highly contextualized research to document the inner workings of anxiety within individuals.
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Pub Date : 2023-03-01DOI: 10.1017/S0267190523000041
Nicola Fraschini, Yu Tao
Abstract Language learner anxiety—and emotions in general—has constantly attracted academic attention in the second language acquisition (SLA) field for almost 40 years (Plonsky et al., 2022). However, within the context of the foreign language classroom, epistemic emotions remain understudied, despite their demonstrated effects on performance (D'Mello et al., 2014) and learners’ cognitive processes (Muis et al., 2018a). Epistemic emotions are academic emotions that “relate to knowledge-generating qualities of cognitive tasks and activities” (Pekrun et al., 2017, p. 1268). Their object focus lies in the generation of knowledge (Vogl et al., 2019a) and therefore are prominent during learning activities in academic settings. Recent research in SLA shows that epistemic emotions play a considerable role in instructed language learning (Fraschini, 2023; Nakamura et al., 2022). This current study analyses how two common epistemic emotions—epistemic anxiety and curiosity—mediate the link between a learner's perceived value and intended effort. Empirical data was collected using a tailor-designed survey administered to learners of Korean as a foreign language enrolled in a hybrid university course. Results show that epistemic anxiety and curiosity are independent of each other and coexist during language learning tasks. Furthermore, both epistemic emotions significantly correlate to a learner's perceived value of language learning, with opposite effects. While learners with a higher perceived value tend to be more curious, they also appear less anxious. These results are further discussed considering teachers’ and learners’ characteristics and in relation to theoretical and pedagogical implications for the language classroom.
摘要近40年来，语言学习者的焦虑和情绪一直吸引着第二语言习得领域的学术关注（Plonsky et al.，2022）。然而，在外语课堂的背景下，尽管认知情绪对表现（D’Mello et al.，2014）和学习者的认知过程（Muis et al.，2018a）产生了明显的影响，但认知情绪仍然没有得到充分的研究。认知情绪是“与认知任务和活动的知识生成质量有关”的学术情绪（Pekrun et al.，2017，p.1268）。他们的目标关注点在于知识的生成（Vogl et al.，2019a），因此在学术环境中的学习活动中尤为突出。最近对SLA的研究表明，认知情绪在指导语言学习中发挥着相当大的作用（Fraschini，2023；Nakamura等人，2022）。目前的这项研究分析了两种常见的认知情绪——认知焦虑和好奇心——如何介导学习者的感知价值和预期努力之间的联系。实证数据是通过一项专门设计的调查收集的，该调查针对的是参加混合大学课程的韩语学习者。结果表明，在语言学习任务中，认知焦虑和好奇心是相互独立、共存的。此外，这两种认知情绪与学习者对语言学习的感知价值显著相关，具有相反的效果。虽然感知价值较高的学习者往往更好奇，但他们也显得不那么焦虑。考虑到教师和学习者的特点，并结合语言课堂的理论和教学意义，进一步讨论了这些结果。
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Pub Date : 2023-03-01DOI: 10.1017/S0267190523000077
Kate Maher, Jim King
Abstract Language anxiety plays a key role in language learners’ silent behaviors in class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context plays a significant role in the production of language anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just the subject content that causes anxiety, it is also the cognitive processes that occur from being in the classroom environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found that anxious language learners’ thoughts often contain feared predictions about the social costs of speaking in the classroom and worries about how peers might negatively evaluate performance. These fears about external factors contribute to learners becoming inhibited and using silence to avoid the discomfort of speaking. Also, while anxious learners tend to have content-specific concerns, for example, making mistakes, self-focused thoughts are often intensified by contextual factors, such as interacting with peers (Gregersen & Horwitz, 2002). This article looks at the relationship between language anxiety and silent behavior from a cognitive-behavioral perspective, emphasizing how the dynamic interplay between an individual learner and the classroom context can result in even the most motivated and proficient learners missing opportunities to develop their language skills through target-language interaction.
{"title":"Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective","authors":"Kate Maher, Jim King","doi":"10.1017/S0267190523000077","DOIUrl":"https://doi.org/10.1017/S0267190523000077","url":null,"abstract":"Abstract Language anxiety plays a key role in language learners’ silent behaviors in class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context plays a significant role in the production of language anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just the subject content that causes anxiety, it is also the cognitive processes that occur from being in the classroom environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found that anxious language learners’ thoughts often contain feared predictions about the social costs of speaking in the classroom and worries about how peers might negatively evaluate performance. These fears about external factors contribute to learners becoming inhibited and using silence to avoid the discomfort of speaking. Also, while anxious learners tend to have content-specific concerns, for example, making mistakes, self-focused thoughts are often intensified by contextual factors, such as interacting with peers (Gregersen & Horwitz, 2002). This article looks at the relationship between language anxiety and silent behavior from a cognitive-behavioral perspective, emphasizing how the dynamic interplay between an individual learner and the classroom context can result in even the most motivated and proficient learners missing opportunities to develop their language skills through target-language interaction.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"105 - 111"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1017/S026719052300003X
T. Gregersen
Abstract Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence. Over the years since Horwitz et al.'s influential publication, research has only reinforced the idea that feedback provided to language learners has a powerful impact on their emotional well-being and levels of linguistic confidence. This article explores research on the various ways that learners can be supported via assessment practices and feedback techniques that not only counter the debilitating effects of language anxiety but also may even work preventatively to increase learner well-being. Among these is Appreciative Inquiry, a feedback technique that focuses on what learners are doing effectively, as well as other nondeficit, strengths-based approaches that concentrate on assets rather than fixing what is broken.
{"title":"Feedback matters: Thwarting the negative impact of language anxiety","authors":"T. Gregersen","doi":"10.1017/S026719052300003X","DOIUrl":"https://doi.org/10.1017/S026719052300003X","url":null,"abstract":"Abstract Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence. Over the years since Horwitz et al.'s influential publication, research has only reinforced the idea that feedback provided to language learners has a powerful impact on their emotional well-being and levels of linguistic confidence. This article explores research on the various ways that learners can be supported via assessment practices and feedback techniques that not only counter the debilitating effects of language anxiety but also may even work preventatively to increase learner well-being. Among these is Appreciative Inquiry, a feedback technique that focuses on what learners are doing effectively, as well as other nondeficit, strengths-based approaches that concentrate on assets rather than fixing what is broken.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"56 - 63"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42134646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1017/S0267190523000089
Ekaterina Sudina
Abstract Measurement invariance (MI) is essential to bolstering validity arguments behind psychometric instruments (Zumbo, 2007). Nonetheless, very few second language (L2) anxiety scales, including the most widely used L2 anxiety questionnaire—the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986)—have been tested for MI. The present paper seeks to address this deficiency in the literature (a) by demonstrating why this procedure is key to enhancing our understanding of the latent phenomenon in question, particularly in relation to different language learning contexts, (b) by outlining the main stages of MI testing with specific recommendations for L2 scale developers and users, (c) by providing commendable examples of the application of MI in applied linguistics research in order to illustrate the potential of this technique, and (d) by making a case for employing MI in future validation studies, thereby promoting methodologically sound research practices in the context of anxiety scales and elsewhere in applied linguistics.
测量不变性(MI)对于支持心理测量工具的有效性论证至关重要(Zumbo, 2007)。然而，很少有第二语言焦虑量表，包括最广泛使用的第二语言焦虑问卷-外语课堂焦虑量表(FLCAS;Horwitz et al.， 1986)已经对MI进行了测试。本文试图解决文献中的这一缺陷(a)通过证明为什么这一过程是增强我们对所讨论的潜在现象的理解的关键，特别是在不同的语言学习背景下，(b)通过概述MI测试的主要阶段，并为第二语言量表开发者和用户提供具体建议，(c)通过提供MI在应用语言学研究中应用的值得称赞的例子，以说明该技术的潜力;(d)通过在未来的验证研究中使用MI的案例，从而在焦虑量表和其他应用语言学的背景下促进方法学上合理的研究实践。
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Pub Date : 2023-03-01DOI: 10.1017/S0267190523000107
Gökhan Öztürk
Abstract The purpose of the current study is threefold: (a) to present a descriptive picture of classroom anxiety (FLCA), reading anxiety (FLRA), and listening anxiety (FLLA) in foreign language classrooms; (b) to explore the association between FLCA, FLRA, and FLLA; and (c) to test the mediating effect of FLCA on the relationship between FLRA and FLLA. The participants included 341 tertiary-level students studying at the English Preparatory Program of four public universities in the Turkish EFL context. The data were collected at the beginning of the 2022 fall semester through the Foreign Language Classroom Anxiety Scale, Foreign Language Reading Anxiety Scale, and Foreign Language Listening Anxiety Scale. The descriptive findings indicated a moderate level of FLCA, FLRA, and FLLA among the participants. In addition, significant and positive correlations were found between these three types of anxieties, with the strongest correlation between FLRA and FLLA. In the last stage of the analysis, it was found that FLCA partially and significantly mediated the relationship between FLRA and FLLA. Finally, directions for further research on investigating skill-based anxieties are presented.
{"title":"The relationship between reading and listening anxieties in EFL classrooms: Exploring the mediating effect of foreign language classroom anxiety","authors":"Gökhan Öztürk","doi":"10.1017/S0267190523000107","DOIUrl":"https://doi.org/10.1017/S0267190523000107","url":null,"abstract":"Abstract The purpose of the current study is threefold: (a) to present a descriptive picture of classroom anxiety (FLCA), reading anxiety (FLRA), and listening anxiety (FLLA) in foreign language classrooms; (b) to explore the association between FLCA, FLRA, and FLLA; and (c) to test the mediating effect of FLCA on the relationship between FLRA and FLLA. The participants included 341 tertiary-level students studying at the English Preparatory Program of four public universities in the Turkish EFL context. The data were collected at the beginning of the 2022 fall semester through the Foreign Language Classroom Anxiety Scale, Foreign Language Reading Anxiety Scale, and Foreign Language Listening Anxiety Scale. The descriptive findings indicated a moderate level of FLCA, FLRA, and FLLA among the participants. In addition, significant and positive correlations were found between these three types of anxieties, with the strongest correlation between FLRA and FLLA. In the last stage of the analysis, it was found that FLCA partially and significantly mediated the relationship between FLRA and FLLA. Finally, directions for further research on investigating skill-based anxieties are presented.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"112 - 126"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41917650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1017/S0267190523000016
Jean–Marc Dewaele, E. Botes, Rachid Meftah
Abstract This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.
{"title":"A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement","authors":"Jean–Marc Dewaele, E. Botes, Rachid Meftah","doi":"10.1017/S0267190523000016","DOIUrl":"https://doi.org/10.1017/S0267190523000016","url":null,"abstract":"Abstract This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"7 - 22"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41590953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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