Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Technology and foreign language anxiety: Implications for practice and future research It is evident that technology plays an important role in the foreign language teaching and learning processes, whereas foreign language anxiety (FLA) is one of the considerable affective variables that influence adversely the aforementioned processes. However, how the use of technology affects FLA levels has not been drawn attention among researchers. It should be also stated that the results of current studies on the issue have been mixed. Thus, this study presents a brief research synthesis on the issue to make practical recommendations for target groups and researchers to guide further research. The study concludes that while research results have not reached a consensus, the use of technology has a reducing effect on FLA in the scope of the results obtained from the studies reviewed. Finally, the study ends with practical recommendations for target groups and researchers. Information about Author(s)* Author 1 Author (Last name, First name) Aydın, Selami Affiliated institution (University) Istanbul Medeniyet UniversityCountry Turkey Email address firstname.lastname@example.orgDepartment & Rank English Language Teaching Corresponding author (Yes/No) Write only one corresponding author. Yes Author 2 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)
Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1052-1068.
Arnold, N. (2007). Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. System, 35(4), 469-486.
Aydin, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL Learners. Asian EFL Journal, Teaching Articles, 30(1), 421—444.
Aydin, S. (2011). Internet anxiety among foreign language learners. TechTrends, 55(2), 46-54.
Balcikanli, C. (2012). Language learning in Second Life: American and Turkish students' experiences. Turkish Online Journal of Distance Education, 13(2): 131-146.
Baralt, M., & Gurzynski-Weiss, L. (2011). Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15(2), 210-229.
Blau, A. (1955). A unitary hypothesis of emotion: Anxiety, emotions of displeasure, and affective disorders. The Psychoanalytic Quarterly, 24(1), 75-103.
Cho, S. P., & Carey, S. (2001). Increasing Korean oral fluency using an electronic bulletin board and Wimba-based voiced chat. Paper presented at the Sixth Annual Conference and Teacher Training Workshop on the Teaching of Korean Language, Culture, and Literature, pp. 115-128.
Dickey, M. D. (2005) Three-dimensional virtual worlds and distance learning: Two case studies of active worlds as a medium for distance education. British Journal of Educational Technology, 36(3):439–451.
Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-194.
Godwin-Jones, R. (2005). Skype and podcasting: Disruptive technologies for language learning. Language Learning & Technology, 9(3), 9-12.
Gorjian, B., Moosavinia, S.R., Kavari, K.E., Asgari, P., & Hydarei, A. (2011). The impact of asynchronous computer-assisted language learning approaches on English as a foreign language high and low achievers’ vocabulary retention and recall. Computer Assisted Language Learning, 24(5), 383–391.
Higgins, J. (1995). Computers and English language learning. London: Intellect Ltd.
Horwitz, E. K. & Young, D.J. (Eds.). (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559-562.
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125132.
Hsu, H. Y., Wang, S. W., & Comac, L. (2008). Using audio-blogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181–198.
JoohaeKim, K. Y. (2005). An investigation into foreign language learning anxiety in e-Learning situations. Foreign Language Education, 12(4), 343-374.
Kim, N. S. (2009). Foreign language reading anxiety on computer based TOEIC test. Modern Studies in English Language and Literature, 53(1). 19-40.
Kruk, M. (2016). Variations in motivation, anxiety and boredom in learning English in Second Life. The EuroCALL Review, 24(1), 25-39.
Ku, D. T., & Chen, N. L. (2015). Influence of wiki participation on transnational collaboration learning anxiety in middle school students: A case study of Google wiki. Internet Research, 25(5), 794-810.
Lewis, A., & Atzert, S. (2000). Dealing with computer-related anxiety in the project-oriented CALL classroom. Computer Assisted Language Learning, 13(4-5), 377-395.
Martin, S., & Valdivia, I. M. A. (2017). Students’ feedback beliefs and anxiety in online foreign language oral tasks. International Journal of Educational Technology in Higher Education, 14(1), 1-15.
McIntosh, S., Braul, B., & Chao, T. (2003). A case study in asynchronous voice conferencing for language instruction. Education Media International, 40(1), 63-74.
McNeil, L. (2014). Ecological affordance and anxiety in an oral asynchronous computer-mediated environment. Language Learning & Technology, 18(1), 142-159.
Melchor-Couto, S. (2017). Foreign language anxiety levels in Second Life oral interaction. ReCALL, 29(1), 99-119.
Merc, A. (2015). Microteaching Experience in Distance English Language Teacher Training: A Case Study. Journal of Educators Online, 12(2), 1-34.
Nagata, N. (1993). Intelligent computer feedback for second language instruction. The Modern Language Journal, 77(3), 330–339.
Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 42(1), 77-93.
Poza, M. I. C. (2011). The effects of asynchronous computer voice conferencing on L2 learners’ speaking anxiety. The International Association for Language Learning Technology Journal, 41(1), 33–63.
Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152-161.
Rosell-Aguilar, F. (2005) Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning, 18(5): 417–442.
Sarason, I. G. (1978). The Test anxiety scale: Concept and research. In C. D. Spielberger & I. G. Sarason (Eds.), Stress and anxiety (Vol. 5, pp. 193-216). Washington, DC: Hemisphere Publishing Corp.
Scida, E. E., & Jones, J. N. (2016). New tools, new designs: A study of a redesigned hybrid Spanish program. CALICO Journal, 33(2), 174.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.
Smith, B. L. (2003). Conventional versus computer-based administration of measures of cognitive ability: An analysis of psychometric, behaviourial, experiential and relativity of equivalence. Unpublished Ph.D. Dissertation, University of Wollongong, New South Wales, Australia.
Song, J. W. (2009). An investigation into the effects of an oral English diary using a voice bulletin board on English spoken performance. Multimedia-Assisted Language Learning, 12(1), 125–150.
Spielberger, C. (1983). Manuel for the state-trait anxiety inventory. Palo Alto, Calif.: Consulting Psychologists Press.
Sun, Y. C. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13(2), 88–103.
Terantino, J. (2014). Skype videoconferencing for less commonly taught languages: Examining the effects on students' foreign language anxiety. Paper presented at Southern Conference on Language Teaching: Dimension 2014, 135- 154.
Wehner, A. K. (2014). Exploring the relationship of motivation, anxiety, and virtual worlds in the experiences of two Spanish language learners: a case study. Unpublished Ph.D. Dissertation, University of South Florida.
Wehner, A., Gump, A. & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3): 277-289.
Yan, J. X., & Horwitz, E. K. (2008). Learners’ perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL learners in China. Language Learning, 58(1), 151–183.
Yanxia, Y. (2017). Test anxiety analysis of Chinese college students in computer-based spoken English test. Journal of Educational Technology & Society, 20(2), 63-73.
Yen, Y. C., Hou, H. T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning, 28(5), 383-406.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–439.
Yuzer, V. T., Aydin, B., Gonen, S. I. (2009). Learners' perceptions toward online learning: An Application for a synchronous e-class. i-Manager's Journal of Educational Technology, 6(2), 30-40.