Category: Anxiety and Motivation


Explaining ESL Chinese Students’ In-Class Participation Using the Theory of Planned Behavior: An Exploratory Study

Chinese demand for American-style education is on the rise as many Chinese students seek opportunities to gain a true global education in China. However, importing US education style to China is in many ways challenging. If we consider at a micro-level the instructor-students interactions, Chinese students’ reluctance to communicate in class is in fact particularly


What Motivates You towards Academic Success? A Comparative Study

Student motivation is a very difficult element to identify in academic success, has been the focus of many studies in the educational field around the world; the United Arab Emirates (UAE) is no exception. Faculties often find it challenging to align their teaching strategies and course learning outcomes with the factors affecting student motivation. Research


A Study of Anxiety Levels amongst Chinese Students for a Master Degree in Teaching English to Speakers of Other Languages at a UK University

Foreign language anxiety, as one of the most important affective variables, has been attracting more and more attention in second language acquisition studies since the early 1970s. Therefore, the purpose of the present study is to investigate the general situation of Chinese students in the MA TESOL group at the University of York. In addition,


The Relationship between Willingness to Communicate and Language Learning Anxiety among Iranian College Students

General language communication has attracted researchers’ attention for over fifty years (McCroskey, 1992). Therefore, teachers try to improve learners’ communication abilities as far as possible, but on the contrary, although learners are given the opportunity to speak up in classroom or elsewhere some prefer to avoid speaking. Since one of the reasons of language difficulty