Testing a model of teaching for anxiety and success for English language teaching

References

• Aftanas, L.I., & Pavlov, S.V. (2005). Trait anxiety impact on posterior activation asymmetries at rest and during evoked negative emotions: EEG investigation. International Journal of Psychophysiology, 55, 85–94.
   PubMed Web of Science ®Google Scholar
• Aftanas, L.I., Pavlov, S.V., Reva, N.V., & Varlamov, A.A. (2003). Trait anxiety impact on the EEG theta band power changes during appraisal of threatening and pleasant visual stimuli. International Journal of Psychophysiology, 50, 205–212.
   PubMed Web of Science ®Google Scholar
• Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78, 155–168.
   Web of Science ®Google Scholar
• Aydın, B. (1999). Konuşma ve yazma derslerinde yabancı dil öğrenimindeki kaygı nedenleri [A study of sources of foreign language classroom anxiety in speaking and writing classes]. Unpublished doctoral dissertation. Anadolu University, Eskişehir, Turkey.
   Google Scholar
• Batumlu, D.Z., & Erden, M. (2007). Yıldız Teknik Üniversitesi Yabancı Diller Yüksekokulu Hazırlık öğrencilerinin yabancı dil kaygıları ile İngilizce başarıları arasındaki ilişki [The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students]. Eğitimde Kuram ve Uygulama [Journal of Theory and Practice in Education], 3(1), 24–38.
   Google Scholar
• Beck, A.T., & Clark, D.A. (1997). An information processing model of anxiety: Automatic and strategic processes. Behavioral Resarch Theory, 35, 49–58.
   PubMed Web of Science ®Google Scholar
• Bekleyen, N. (2004). Foreign language anxiety. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 27–39.
   Google Scholar
• Brown, J.D., Robson, G., & Rosenkjar, P.R. (2001). Personality, motivation, anxiety, strategies and language proficiency of Japanese students. In: Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 33–72). Honolulu, HI: University of Hawaii Press.
   Google Scholar
• Chandler, C.C., & Fisher, R.P. (1996). Retrieval processes and witness memory. In: E. L. Bjork & R. A. Bjork (Eds.), Memory. handbook of perception and cognition. (2nd ed.). (pp. 493–524). San Diego, CA: Academic Press.
   Google Scholar
• Covington, M.V. (1992). Making the grade. New York, NY: Cambridge University Press.
   Google Scholar
• Covington, M.V. (1998). The will to learn: A guide for motivating young people. New York: Cambridge University Press.
   Google Scholar
• Culler, R.E., & Holahan, C.J. (1980). Test anxiety and academic performance:The effects of study related behaviors. Journal of Educational Psychology, 72, 16–20.
   PubMed Web of Science ®Google Scholar
• Dalkılıç, N. (2001). The role of foreign language classroom anxiety in English speaking courses. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8, 70–82.
   Google Scholar
• Everson, H.T., Tobias, S., Hartman, H., & Gourgey, A. (1993). Test anxiety and the curriculum: The subject matters. Anxiety, Stress and Coping, 6, 1–8.
   Web of Science ®Google Scholar
• Frender, G. (1990). Learning to Learn–Strengthening Study Skills and Brain Power. Tennessee: Incentive Publications Inc.
   Google Scholar
• Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress & Coping, 21, 185–198.
   PubMed Web of Science ®Google Scholar
• Haskin, J., Smith, M.L., & Racine, M. (2003). Decreasing anxiety and frustration in the Spanish language classroom. Retrieved March 8th, 2008, from ERIC: http://www.eric.ed.gov/PDFS/ED474368.pdf
   Google Scholar
• Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern, Language Journal, 70, 125–132.
   Web of Science ®Google Scholar
• Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and Linguistic Studies, 4, 15–26.
   Google Scholar
• Lazarus, R. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist, 46, 819–834.
   PubMed Web of Science ®Google Scholar
• Lewis, R.A., Weekes, N.Y., & Wang, T.H. (2007). The effect of a naturalistic stressor on frontal EEG asymmetry, stress, and health. Biological Psychology, 75, 239–247.
   PubMed Web of Science ®Google Scholar
• MacIntyre, P.D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganshow. The Modern Language Journal, 79, 90–99.
   Web of Science ®Google Scholar
• MacIntyre, P., & Gardner, R.C. (1991). Language anxiety:Its relationship to other anxieties and to processing native and second languages. Language Learning, 41, 513–534.
   Web of Science ®Google Scholar
• MacIntyre, P., & Gardner, R.C. (1994). The effects of induced anxiety on three stages of cognitive processing in computerised vocabulary learning. Studies in Second Language Acquisition, 16, 1–18.
   Google Scholar
• Marsh, H.W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295.
   Web of Science ®Google Scholar
• Marsh, H.W., & Parker, J.W. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well? Journal of Personality and Social Psychology, 47, 213–231.
   Web of Science ®Google Scholar
• Mueller, J.H., Bailis, K.L., & Goldstein, A.G. (1979). Depth of processing and anxiety in facial recognition. British Journal of Psychology, 70, 511–515.
   PubMed Web of Science ®Google Scholar
• Naveh-Benjamin, M., McKeachie, W.J., Lin, Y.G., & Holinger, D.P. (1981). Test anxiety: Deficits in information processing. Journal of Educational Psychology, 73, 816–824.
   Web of Science ®Google Scholar
• Önem, E. (2010). The relationship among state-trait anxiety, foreign language anxiety and test anxiety in an EFL setting. TÖMER-Language Journal, 1, 17–36.
   Google Scholar
• Önem, E. (2011). İngilizcenin yabancı dil olarak öğreniminde sınav kaygısıyla başarı düzeyi arasindaki ilişki ve bir öğretim yaklaşımı [The relationship between test anxiety and level of success in learning English as a Foreign Language and a teaching model proposal]. Unpublished doctoral dissertation. Ankara University, Ankara, Turkey.
   Google Scholar
• Önem, E. (2012). A model of instruction for anxiety and success in ELT. The Journal of Language and Linguistic Studies, 8, 64–78.
   Google Scholar
• Öner, N. (1990). Sinav kaygisi envanteri elkitabi [Manual for Test Anxiety Inventory]. İstanbul: YÖRET Vakfı.
   Google Scholar
• Öner, N., & LeCompte, A. (1985). Durumluluk-süreklilik kaygi envanteri el kitabi [Manual for State-Trait Inventory]. İstanbul: Boğaziçi University Publications.
   Google Scholar
• Öniz, A. (2006). Beyinde delta, teta ve alfa osilasyon yanıtlarının ışığında öğrenme süreçleri [The role of delta, theta and alpha oscillations in learning processes]. Unpublished doctoral dissertation. Izmir Dokuz Eylül University, Izmir, Turkey.
   Google Scholar
• Rocklin, T., & Thompson, J.M. (1985). Interactive effects of test anxiety, test difficulty and feedback. Journal of Experimental Psychology, 77, 368–372.
   Google Scholar
• Rodriguez, M., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87, 365–374.
   Web of Science ®Google Scholar
• Saito, Y., Garza, T.J., & Horwitz, E.K. (1999). Foreign language reading anxiety. The Modern, Language Journal, 1, 202–218.
   Web of Science ®Google Scholar
• Saito, Y., & Samimy, K.K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced- level college students of Japanese. Foreign Language Annals, 29, 239–249.
   Web of Science ®Google Scholar
• Sarason, I. (1984). Stress, anxiety and cognitive interferences: Reactions to tests. Journal of Personality and Social Psychology, 46, 929–938.
   PubMed Web of Science ®Google Scholar
• Sarason, S.B., & Mandler, G. (1952). Some correlates of test anxiety. The Journal of Abnormal and Social Psychology, 47, 810–817.
   PubMed Web of Science ®Google Scholar
• Sarason, I.G., Pierce, G.R., & Sarason, B.R. (1996). Domains of cognitive interference. In: I. G. Sarason, G. R. Pierce & B. R. Sarason (Eds.), Cognitive interference-theories, methods and findings (pp. 139–152). New Jersey, USA: Lawrence Erlbaum Associates.
   Google Scholar
• Sarason, I.G., Sarason, B.R., & Pierce, G.R. (1991). Anxiety, cognitive interference and performance. In: M. Booth-Butterfield (Ed.), Communicaton, cognition and anxiety (pp. 1–18). Newbury Park, CA: Sage Press.
   Google Scholar
• Spielberger, C.D. (1980). Preliminary Professional Manual For The Test Anxiety Inventory. California, USA: Consulting Psychologist Press.
   Google Scholar
• Spielberger, C.D., Gorsuch, R.L., & Lushene, R.E. (1970). Manual for State-Trait Anxiety Inventory. California, USA: Consulting Psychologist Press.
   Google Scholar
• Strelets, V.B., Garakh, Z.V., & Novototskii-Vlasov, V.Y. (2007). Comparative study of the gamma rhythm in normal conditions, during examination stress, and in patients with first depressive episode. Neuroscience and Behavioral Physiology, 37, 387–394.
   PubMedGoogle Scholar
• Tobias, S. (1985). Test anxiety: Interference, defective skills and cognitive capacity. Educational Psychologist, 20, 135–142.
   Web of Science ®Google Scholar
• Tobias, S. (1986). Anxiety and cognitive processing of instruction. In: R. Schwarzer (Ed.), Self related cognitions in anxiety and motivation (pp. 35–54). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Umryukhin, E.A., Dzebrailova, T.D., & Korobeinikova, I.I. (2004). Spectral characteristics of the eeg in students with different levels of result achievement under the conditions of examination stress. Human Physiology, 30, 647–654.
   Google Scholar
• Zeidner, M. (1991). Test anxiety and aptitude test performance in an actual college admissions testing situation: Temporal considerations. Personality and Individual Differences, 12, 101–109.
   Web of Science ®Google Scholar
• Zeidner, M. (1998). Test anxiety-the state of art. New York: Plenum Press.
   Google Scholar
• Zeidner, M., & Matthews, G. (2005). Evaluation anxiety-Current theory and research. In: A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141–163). New York: The Guilford Press.
   Google Scholar
• Zeidner, M., & Schleyer, E.J. (1999). The big-fish–little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329.
   PubMed Web of Science ®Google Scholar