SITUATIONAL ANXIETY IN L2 INSTRUCTION: A CASE STUDY ON LEARNER VIRTUAL BEHAVIOUR
Palabras clave:
L2 situational anxiety, virtual learning environments, virtual behaviour, second language teaching/learningResumen
Abstract
Besides motivation and attitude, anxiety proves to strongly affect L2 learning. Synchronous text-based environments offer an opportunity to investigate situational anxiety in a learning environment which differs from the traditional classroom. In catering differently to factors such as personality trait, acceptance, orientation, communication, performance and evaluation, virtual learning spaces may alter users’ behaviour and situational anxiety.This paper reports on a small-scale case study carried out with EFL tertiary learners at the Language Centre, University of Calabria, Italy and in-service teachers training at the local chapter of TESOL-Italy. Under different circumstances and for different purposes, both groups were sharing the common ground of approaching virtual learning environments as novices. Findings reflect on comparative L2 situational anxiety in relation to virtual behaviour.
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El Grupo de Investigación “La lengua inglesa en el ámbito universitario” HUM-397 conserva los derechos de copyright de los artículos publicados y permite la reutilización de los mismos bajo licencia Creative Commons: Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional: se pueden copiar, usar, difundir, transmitir y exponer públicamente los artículos mencionados, siempre que (a) se cite la autoría y la fuente original de su publicación, (b) no se usen para fines comerciales, (c) no se creen obras derivadas mediante su transformación, (d) se mencione la existencia y especificaciones de esta licencia de uso.
