Chinese TESOL Students’ Perception of Their Speaking Anxiety in Workshops

Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: the case of students of Japanese. Modern Language Journal, 78(2), 155-168.10.1111/j.1540-4781.1994.tb02026.xSearch in Google Scholar

Bailey, K.M. (1983). Competitiveness and anxiety in second language learning: looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.) Classroom-oriented Research in Second Language Acquisition. Rowley. MA: Newbury House.Search in Google Scholar

British Council. (2004). Vision 2020: Forecasting International Students Mobility: A UK Perspective. London: British Council.Search in Google Scholar

Dewaele, J.M. (2017). Are perfectionists more anxious foreign language learners and users? In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 70-90). Bristol, UK: Multilingual Matters.10.21832/9781783097722-006Search in Google Scholar

Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.10.1017/CBO9780511667343Search in Google Scholar

Du, X. (2009). The affective filter in second language teaching. Asian Social Science, 5, 162-165.10.5539/ass.v5n8p162Search in Google Scholar

Fallah, N. (2017). Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis. Educational Psychology, 37, 745-756.10.1080/01443410.2016.1149549Search in Google Scholar

GhorbanDordinejad, F. & Nasado, A.H.F. (2013). Examination of the relationship between perfectionism and English achievement as mediated by foreign language classroom anxiety. Asia Pacific Education Review, 14(4), 603-614.10.1007/s12564-013-9286-5Search in Google Scholar

Gkonou, C. (2012). A diary on the causes of English language classroom anxiety. International Journal of English Studies, 13(1), 51-68.10.6018/ijes/2013/1/134681Search in Google Scholar

Gray, D.E. (2014). Doing Research in the Real World. Sage.Search in Google Scholar

Gregersen, T. & Horwitz, E.K. (2002). Language learning and perfectionism: anxious and non-anxious learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570.10.1111/1540-4781.00161Search in Google Scholar

Gregersen, T.S. (2003). To Err is Human: A reminder to teachers of language anxious students. Foreign Language Annuals, 36(1), 25-32.10.1111/j.1944-9720.2003.tb01929.xSearch in Google Scholar

He, D. (2013). What makes learners anxious while speaking English: a comparative study of the perceptions held by university students and teachers in China. Educational Studies, 39(3), 338-350.10.1080/03055698.2013.764819Search in Google Scholar

Horwitz, E.K. (2016). Factor structure of the foreign language classroom anxiety scale: Comment on Park (2014). Psychological Reports, 119(1), 71-76.10.1177/0033294116653368Search in Google Scholar

Horwitz, E.K.; Horwitz, M.B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.10.1111/j.1540-4781.1986.tb05256.xSearch in Google Scholar

Horwitz, E.K. & Young, D.J. (Eds.) (1991). Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall.Search in Google Scholar

Humphries, S.C., Burns, A., & Tanaka, T. (2015). “My head became blank and I couldn’t speak”: Classroom factors that influence English speaking. The Asian Journal of Applied Linguistics, 2(3), 164-175.Search in Google Scholar

Iannelli, C. and Huang, J. (2014). Trends in participation and attainment of Chinese students in UK higher education. Studies in Higher Education, 39(5), 805-822.10.1080/03075079.2012.754863Search in Google Scholar

Ingram, J., & Elliott, V. (2014). Turn taking and ‘wait time’ in classroom interactions. Journal of Pragmatics, 62, 1-12.10.1016/j.pragma.2013.12.002Search in Google Scholar

Jin, Y., de Bot, K., & Keijzer, M. (2017). Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese. Studies in Second Language Learning and Teaching, 7(1), 105-125.10.14746/ssllt.2017.7.1.6Search in Google Scholar

Jin, Y.X., & Dewaele, J.M. (2018). The effect of positive orientation and perceived social support on foreign language classroom anxiety. System, 74, 149-157.10.1016/j.system.2018.01.002Search in Google Scholar

Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.Search in Google Scholar

Kim, S.Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals, 42(1), 138-157.10.1111/j.1944-9720.2009.01012.xSearch in Google Scholar

Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4), 549-566.10.1111/0026-7902.00125Search in Google Scholar

Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern Language Review, 59(2), 282-290.10.3138/cmlr.59.2.282Search in Google Scholar

Levinsohn, K.R. (2007). Cultural differences and learning styles of Chinese and European trades students. Institute for Learning Styles Journal, 17(1), 12-20.Search in Google Scholar

Liu, J. (2002). Negotiating silence in American classrooms: three Chinese cases. Language and Intercultural Communication, 2(1), 37-54.10.1080/14708470208668074Search in Google Scholar

Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.10.1016/j.system.2006.04.004Search in Google Scholar

Liu, M. & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.10.1111/j.1540-4781.2008.00687.xSearch in Google Scholar

Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202-214.10.1016/j.system.2011.04.002Search in Google Scholar

Martirossian, A., & Hartoonian, A. (2015). Lowering foreign language anxiety through self-regulated learning strategy use. English Language Teaching, 8(12), 209-222.10.5539/elt.v8n12p209Search in Google Scholar

Matsuda, S. & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21-36.10.1016/j.system.2003.08.002Search in Google Scholar

McCroskey, J.C. (1978). Oral communication apprehension: a summary of recent theory and research. Human Communication Research, 4(1), 78-96.10.1111/j.1468-2958.1977.tb00599.xSearch in Google Scholar

McCroskey, J.C., Beatty, M.J., Kearney, P. & Plax, T. G. (1985). The content validity of the PRCA-24 as a measure of communication apprehension across communication contexts. Communication Quarterly, 33(3), 165-173.10.1080/01463378509369595Search in Google Scholar

Olakitan, O.O. (2011). An examination of the impact of selected personality traits on the innovative behaviour of entrepreneurs in Nigeria. International Business and management, 3(2), 112-121.Search in Google Scholar

Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Search in Google Scholar

Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.Search in Google Scholar

Rahimi, A., & Quraishi, P. (2019). Investigating EFL Students’ Poor Speaking Skills at Kandahar University. American International Journal of Education and Linguistics Research, 2(2), 1-9.10.46545/aijelr.v2i2.76Search in Google Scholar

Ramirez, M. (1999). The perfect trap. Psychology Today, 32(2), 30-34.Search in Google Scholar

Rassaei, E. (2015). Oral corrective feedback, foreign language anxiety and L2 development. System, 49, 98-109.10.1016/j.system.2015.01.002Search in Google Scholar

Robson, C. (2011). Real World Research. Wiley.Search in Google Scholar

Ruble, R.A. & Zhang, Y.B. (2013). Stereotypes of Chinese international students held by Americans. International Journal of Intercultural Relations, 37(2), 202-211.10.1016/j.ijintrel.2012.12.004Search in Google Scholar

Shi, X., Brinthaupt, T.M. & McCree, M. (2014). The relationship of self-talk frequency to communication apprehension and public speaking anxiety. Personality and Individual Differences, 75(3), 125-129.10.1016/j.paid.2014.11.023Search in Google Scholar

Spielberger, C.D. (1983). Manual for the State-trait Anxiety Inventory. Palo Alto. CA: Consulting Psychologists Press.10.1037/t06496-000Search in Google Scholar

Starley, D. (2019). Perfectionism: a challenging but worthwhile research area for educational psychology. Educational Psychology in Practice, 35(2), 121-146.10.1080/02667363.2018.1539949Search in Google Scholar

Thompson, T. (1997). Do we need to train teachers how to administer praise? Self-worth theory says we do. Learning and Instruction, 7(1), 49-63.10.1016/S0959-4752(96)80730-4Search in Google Scholar

Trang, T., Baldauf, R. & Moni, K. (2013). Foreign language anxiety: Understanding its status and insiders’ awareness and attitudes. TESOL Quarterly, 47(2), 216-243.10.1002/tesq.85Search in Google Scholar

Tsiplakides, I. & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 4(2), 39-44.10.5539/ies.v2n4p39Search in Google Scholar

Tsui, A. (2001). Classroom Interaction. In: Carter, R. & Nunan, D. (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.10.1017/CBO9780511667206.018Search in Google Scholar

Worde, V.R. (2003). Students’ perspectives on foreign language anxiety. Inquiry, 18(1), n1.Search in Google Scholar

Yalcin, O. & Incecay, V. (2014). Foreign language speaking anxiety: the case of spontaneous speaking activities. Social and Behavioural Sciences, 116, 2620-2624.10.1016/j.sbspro.2014.01.623Search in Google Scholar

Young, D.J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.10.1111/j.1944-9720.1990.tb00424.xSearch in Google Scholar

Young, D.J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.10.1111/j.1540-4781.1991.tb05378.xSearch in Google Scholar

Young. D.J. (1992). Language anxiety from the foreign language specialists’ perspective: interviews with Krashen, Omaggio Hadley, Terrell and Rardin. Foreign Language Annuals, 25(2), 157-172.10.1111/j.1944-9720.1992.tb00524.xSearch in Google Scholar