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FLLA: Present and Prospects

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Foreign Language Learning Anxiety in China

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Abstract

Ever since researchers consider affective factor an important issue influencing language learners’ learning effectiveness, various aspects of FLLA have been the research focuses.

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Notes

  1. 1.

    The studies (e.g., Liu, 2007; Liu & Jackson, 2008; Yan, 1998; Yan & Horwitz, 2008; Yang, 1993) mentioned in Sect. 3.3, like the study reported in Chaps. 4 and 5, researched university students in China. It would also be meaningful to compare these five studies with the one in this book because they have the same target population. However, these five studies altered the FLCAS by adding 3 to 6 items to it, which makes the comparison of the means and standard deviations unfeasible.

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Authors and Affiliations

  1. Faculty of Arts and Social Sciences, Universiti Brunei Darussalam, Gadong, Brunei Darussalam

    Deyuan He

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He, D. (2018). FLLA: Present and Prospects. In: Foreign Language Learning Anxiety in China. Springer, Singapore. https://doi.org/10.1007/978-981-10-7662-6_6

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  • DOI: https://doi.org/10.1007/978-981-10-7662-6_6

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