Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Ali, T. T. & Fei, W. F. (2017). Foreign Language Classroom Anxiety among Iraqi
Students and its Relation with Gender and Achievement. International Journal
of Applied Linguistics & English Literature, 6(1), 305-310.
Bahrani, T. (2011). The implications of the monitor theory for foreign language
teaching. Asian Social Science, 7(10), 281-284. Retrieved from
http://search.proquest.com/docview/900105549?accountid=12085. Retrieved
February 2, 2019.
Baker, S., & MacIntyre, P. D. (2014). The role of gender and immersion in
communication and second language orientations. Language Learning, 50,
311-341.
Bell, S., & McCallum, R. (2012). Do foreign language learning, cognitive, and
affective variables differ as a function of exceptionality status and gender?
International Education, 42(1), 86-106.
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Cakici, D. (2016). The Correlation among EFL Learners’ Test Anxiety, Foreign
Language Anxiety and Language Achievement. English Language Teaching,
9(8), 190-203.
Cassady, J. C. (Ed.). (2015). Anxiety in the schools: The causes, consequences, and
solutions for academic anxieties. New York, NY: Peter Lang.
Deffenbacher, J.L. (2012). Worry and emotionality in test anxiety. In I.G. Sarason
(Ed.), Test anxiety: Theory, research and applications. Hillsdale, NJ: Erlbaum.
Elley, W., & Lumelume, S. (2012). Raising English literacy levels in Vanuatu schools.
New Zealand Journal of Educational Studies, 44(1), 3-13.
Gregg, K. R. (2000). Krashen’s monitor and Occam’s razor. Applied Linguistics, 5(2).
79-100. https://core.ac.uk/download/pdf/83112354.pdf. Retrieved Feb. 16,
2019.
Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam
performance: A replication of Phillips's MLJ study. Modern Language Journal,
96(ii), 179-189. doi: 10.1111/j.1540-4781.2011.01174.x
Hilgard P., Onwuegbuzie, A, J., Bailey, P., & Daley, C, E. (2015) „Factors Associated
With Foreign Language Anxiety‟, Applied Psycholinguistics, Vol. 20 (2), 217-
239 Peirce, B. N. Social Identity, Investment, and Language Learning‟,
TESOL Quarterly, Vol. 29(1), pp. 9-31
Horwitz, E. K., Horwitz, M., & Cope, J. (2015). Foreign language classroom anxiety.
Modern Language Journal, 70(1), 125-132.
Jackson, T. (2012). The factors cause language anxiety. An international Journal , 63,
75-90. http://dx.doi.org/10.5296/ijele.v1i1.3100. Retrieved Feb. 9, 2019.
Koch, A., & Terrell, T. D. (2015). Affective reactions of foreign language students to
natural approach activities and teaching techniques.
MacIntyre, P., & Gardner, R. C. (2011) Investigating language class anxiety using the
focused essay technique. The Modern Language Journal, 75(3), 296- 304.
Mamhot, A.A., Martin, M.H. V., and Masangya. E.M.A. (2015). A Comparative
Study on the Language Anxiety of ESL and EFL Learners De La Salle
University, Manila Philippine ESL Journal, Vol 10. https://www.philippine-
esl-journal.com/wp-content/uploads/2016/01/V10-A8.pdf. Retrieved Feb. 9,
2019.
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McCann, L. D., Hecht, M. L., & Ribeau, S. (2002). Communication apprehension and
second language acquisition among Vietnamese and Mexican immigrants: A
test of the affective filter hypothesis. Communication Research Reports, 3(1),
33-38.
McIntyre, P. D., & Gardner, R. C. (2013). The effects of induced anxiety on three
stages of cognitive processing in computerized vocabulary learning. Studies in
Second Language Acquisition, 16, 1-17.
Na, Z. (2014). A study of high school students‟ English learning anxiety. The Asian
EFL Journal, 9(3), 22-34.
Park, G., & French, B. F. (2013). Gender differences in the Foreign Language
Classroom Anxiety Scale. System, 41(2), 462-471. doi:
10.1016/j.system.2013.04.00.
Pichette, F. (2014). Second language anxiety and distance language learning. Foreign
Language Annals, 42(1), 77-93.
Scovel, T. (2015). The effect of affect on foreign language learning: A Review of the
Anxiety Research. https://ac.els-cdn.com/S1877042811021744/. Retrieved Fe.
15, 2019.
Şener, S. (2015). Foreign language learning anxiety and achievement: A case study of
the students studying at Çanakkale Onsekiz Mart University. Electronic
Turkish Studies, 10(3), 875-890. doi:10.7827/TurkishStudies.7732.
Spark H. and Granschow M. (2012) An investigation of the factors that cause anxiety
among the English students of Islamic Azad University Of Hamadan in
learning speaking skills and its influence on communication ability in the
target language: Solutions and recommendations ,Unpublished Research
Project Islamic Azad University , Toyserkan Branch , Iran
Tanveer , Muhammad ( 2014). Investigation of the factors that cause language anxiety
for ESL/EFL learners in learning speaking skills and the influence it casts on
communication in the target language‟. Unpublished Thesis, Faculty of
Education, university of Glasgow.
Tohill, J. M., & Holyoak, K. J. (2014). The impact of anxiety on analogical reasoning.
Thinking and Reasoning, 6(1), 27-40.
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Yan, J. X., & Horwitz, E. K. (2014). Learners’ perceptions of how anxiety interacts
with personal and instructional factors to influence their achievement in
English: A qualitative analysis of EFL learners in China. Language Learning,
58(1), 151-183.
Young, D. J. (2011). New directions in language anxiety research. In C.A. Klee (Ed.).
Faces in a crowd: The individual learner in multisection courses. MA: Heinle
& Heinle.
Zhao, N. (2017). A study of high school students’ English learning anxiety. The Asian
EFL Journal, 9(3), 22–34.