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ERIC Number: EJ1075537
Record Type: Journal
Publication Date: 2015-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1042-1629
From a Perspective on Foreign Language Learning Anxiety to Develop an Affective Tutoring System
Lin, Hao-Chiang Koong; Chao, Ching-Ju; Huang, Tsu-Ching
Educational Technology Research and Development, v63 n5 p727-747 Oct 2015
According to Krashen's affective filter hypothesis, students who are highly motivated have their self-consciousness. When they enter a learning context with a low level of anxiety, they are much more likely to become successful language acquirers than those who do not. Affective factors such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system to conduct an empirical study. The study aimed to improve students' learning interest and provide adequate feedback by recognizing their emotional states during their learning processes. It is expected to enhance learners' motivation and interest via affective instructional design. Improve their learning performance by doing so.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Foreign Language Classroom Anxiety Scale