Future research should pursue the directions the authors outline for L2 anxiety research¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The authors close by pointing the field toward further work: "We discuss the findings in the context of theoretical and practical concerns, and we provide direction for future research." Researchers in L2 anxiety should follow the directions the article specifies in its discussion of theoretical and practical concerns.

Design Implications¶

Context¶

Requirements¶

• Access to the article's discussion section for the specific future-research directions

Constraints¶

Target Learners¶

• second language learners

Target Learning Goals¶

• understanding of affective influences on L2 learning

Claims¶

• L2 anxiety is negatively correlated with L2 achievement, with a mean correlation of r = −.36 across 216 effect sizes [+M]
• The anxiety–achievement correlation varies across educational levels, target languages, and anxiety types [+W]
• The anxiety–achievement correlation varies across types of language achievement measures [+W]

Related Strategies¶

• Pursue SCT-L2 research on L2 as a psychological tool, the teaching-learning dialectic, Dynamic Assessment, and comparative theory work
• Future AI-WTC research should use longitudinal designs, triangulated WTC measures, diverse samples, comparative tool research, pedagogically guided AI integration, and theory-driven models
• Direct future RALL research toward the directions the review identifies for social robots in language education

Examples¶

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Key Sources¶

• Yasser Teimouri, Julia Goetze, and Luke Plonsky. (2019). SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS. Studies in Second Language Acquisition, Volume 41, Issue 2. https://doi.org/10.1017/S0272263118000311