The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Language Anxiety: Differentiating Writing and Speaking Components
Open accessAbstract
This study investigated the links between second language classroom anxiety and second language writing anxiety as well as their associations with second language speaking and writing achievement. The results indicate that second language classroom anxiety, operationalized by Horwitz, Horwitz, and Cope's Foreign Language Classroom Anxiety Scale, and second language writing anxiety, measured by a modified second language version of Daly and Miller's Writing Apprehension Test, are two related but independent constructs. The findings suggest that second language classroom anxiety is a more general type of anxietyabout learning a second language with a strong speaking anxiety element, whereas second language writing anxiety is a language‐skill‐specific anxiety. Nevertheless, low self‐confidence seems to be an important component of both anxiety constructs.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Foreign Language Classroom Anxiety
HORWITZ, E. K., HORWITZ, M. B., & COPE, J. (1986) · The Modern Language Journal · doi:10.1111/j.1540-4781.1986.tb05256.x · Cited by 5,697 · cited 2×
“Based on the assumption that speaking is the most anxiety-provoking aspect in a second language learning situation (Ellis, 1994; Horwitz et al., 1986; Young, 1991), instruments designed to measure second language anxiety tend to be dominated by items addressing anxiety about speaking a second language,chiefly in a cla…”
BackgroundSelf-citationAIDA, Y. (1994) · The Modern Language Journal · doi:10.1111/j.1540-4781.1994.tb02026.x · Cited by 1,109 · cited 3×
“In terms of Bandura’s (1977) self-efficacy theory of emotional behavior, those who believe they are capable of managing specific impending dangers or threats have little reason to fear or avoid them; those who doubt their ability will easily give up, feeling vulnerable and anxious.”
BackgroundResultCreating a low-anxiety classroom environment: What does language anxiety research suggest?
YOUNG, D. J. (1991) · The Modern Language Journal · doi:10.1111/j.1540-4781.1991.tb05378.x · Cited by 1,041
Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*
MacIntyre, P. D., & Gardner, R. C. (1989) · Language Learning · doi:10.1111/j.1467-1770.1989.tb00423.x · Cited by 930
Cited by
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
Dewaele, J.-M., & MacIntyre, P. D. (2014) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2014.4.2.5 · Cited by 1,757
Anxiety and Speaking English as a Second Language
Woodrow, L. (2006) · RELC Journal · doi:10.1177/0033688206071315 · Cited by 870
Mathematics anxiety: what have we learned in 60 years?
Dowker, A., Sarkar, A., & Looi, C. Y. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00508 · Cited by 811
An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety
LIU, M., & JACKSON, J. (2008) · The Modern Language Journal · doi:10.1111/j.1540-4781.2008.00687.x · Cited by 729
Listening Comprehension and Anxiety in the Arabic Language Classroom
ELKHAFAIFI, H. (2005) · The Modern Language Journal · doi:10.1111/j.1540-4781.2005.00275.x · Cited by 646
Metadata
- Authors
- Cheng, Y., Horwitz, E. K., & Schallert, D. L.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 1999-09
- Volume
- 49
- Issue
- 3
- Pages
- 417-446
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2036560970
- Cited by
- 765
- References
- 4
- FWCI
- 35.58
- Type
- journal article
- Language
- en
- Open access
- bronze
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Language Anxiety: Differentiating Writing and Speaking Components. https://app.cochat.ai/papers/10.1111/0023-8333.00095
- The paper
- Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language Anxiety: Differentiating Writing and Speaking Components. Language Learning. https://doi.org/10.1111/0023-8333.00095
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
