Literature review

ANNOTATED BIBLIOGRAPHY

CRISTINA PEÑA - YOHENIS DÍAZ

Title / link Auth Research R/Prob Context Method/ Q/Q Analyzing and Conclusions
or, Purposes lem interpreting thedata
(year /
) questions
The linguistic Goñi,E. The general Linguistic Study of Regarding the Analyzing qualitative data is to In this Doctoral Thesis, the
anxiety before (2019) purpose of anxiety or case in a instruments used discover the depth of what is said results obtained indicate
English learning in this study is to anxiety university in qualitative verbally and gesturally, it is to that the main sources of
the degrees contribute to about context research to collect make sense of the materials linguistic anxiety in Teaching
university of the learning a spanish. information, the gathered from the various students in the study context
magisterium. improvement foreign following sources, it is to fit together the correspond to various
Strategies to achieve of the language techniques have different pieces of a puzzle in the combinations of factors
classrooms teaching and or second been used to search for the understanding and internal to the apprentice. In
emotionally safe. learning language obtain data: the interpretation. were found neither of the two case
study of case in a process of the is a survey, participant different postures and a variety studies, the behavior of the
university context foreign specific observation, the of methods or strategies. Some of teachers and their way of
spanish. language type of discussion group the methods that have a greater conducting the class
English in the anxiety and the analysis of tradition and diffusion are that of sessions, as well as the
aforemention related to documents. analytical induction. In the atmosphere of the classroom
ed context. It learning present investigation, the were important reasons for
is expected the decision was made to use the the nervousness of the
that the language latter method because it provides students in class.
knowledge in the greater flexibility and freedom to
about classroom the analysis process.
linguistic . The
 anxiety general
generated can objective
guide of this
decisionmakin research
g for the is to
implementati construct
on of knowledg
strategies that e about
favor anxiety
classrooms about
stress-free in learning
which future English as
teachers can a foreign
develop all language
linguistic and in the
communicativ context of
e skills in this the
language. Teaching
Degrees
of the
Faculty of
Education
of the
University
of
Zaragoza.
Anxiety in Pérez, The intention This study The A single instrument The questionnaire used allows us After the evaluation and
foreign language A. of this study is has presence of subsequently to know the degree of discussion of the results, it
learning in (2015) to analyze the focused anxiety adapted was used acceptance of the respondent in can be concluded that the
primary school: a degree of on both disorders to carry out the the face of the stated statement. students experience anxiety
pseudolongitudinal anxiety that factors: has been study. It is a It consists of 33 items on the 5- about learning foreign
study primary anxiety evidenced Spanish version by level Lickert scale, that is, the languages, this fact could
school and in students Perez Paredes and possible responses are 5 and are make it difficult for them to
students gender. in the Martınez Sanchez expressed from the highest to the develop optimal learning or,
show in An seventh (2000-2001) of the lowest degree of conformity at least, to continue making
different investigati and tenth original FLCAS progress in learning the
situations. On on has semesters (Foreign Language target language. From this
the other been of the Classroom Anxiety research it is possible to
hand, it aims carried Faculty of Scale) by Horwitz, obtain something more
to determine out with Psychology Horwitz, and Cope clear, and it is that the
in which 95 (1986). This test results reflect a relationship
gender Primary attempts to between anxiety, gender and
anxiety about Education determine the level of learning of the
learning the students presence of anxiety foreign languag
target through in skills such as
language an comprehension
becomes adapted and oral
more version of expression, as well
prevalent. the FLCAS as general anxiety
questionn in learning a
aire. The foreign language.
objetive is
to explain
the
function
of anxiety
genericall
y and in
the face
of foreign
language
learning,
which
produces
 in
students,
the role
that the
teacher
can fulfill
when this
factor is
present
and when
it is
exhibited
with
more
intensity.
Levels of anxiety in Gonzál Establishing psycholog The The following Data collection will be done It is intended to measure the
psychology students ez, D. anxiety levels y population research proposal through the application of an process, to establish the
of the (2018) in students students chosen for will be carried out instrument such as the State - anxiety levels in students
cooperative between from the the from a quantitative Trait Anxiety Inventory (IDARE), between the seventh and
university of seventh and Universid research is approach, whose including variables tenth semester of the
Colombia tenth ad the methodology will family, sociodemographic, the Faculty of Psychology of the
semester of Cooperati psychology be descriptive, with directors of the University will be Universidad Cooperativa de
the Faculty of va de students of a non- contacted Colombia Sede Villavicencio.
Psychology of Colombia, the experimental,
the Villavicen Cooperativ cross-sectional,
Cooperative cio e descriptive design
University of headquar University (Hernández,
Colombia ters of Fernández and
campus Colombia Baptista, 2010).
Villavicencio between
because it is seventh
among the and tenth
 first five semester
departments
in the country
with more
prevalence in
affectivity and
anxiety
disorders.

What are the

levels of
anxiety in
students
between
seventh and
tenth
semester of
the Faculty of
Psychology of
the
Cooperative
University of
Colombia
campus
Villavicencio?
Anxiety in learning Merino Describe the There is Primary 1st The present study The data collection has been The present work has tried
English as a second , C. level of presence and 4th is a non- carried out by means of two to clarify the effect that the
language in two (2019) anxiety about of some grades experimental questionnaires. One of them is a anxiety variable produces in
contexts: language levels of investigation, and profile questionnaire with which students before learning a
content and foreign learning anxiety in within this it has personal information has been LE, as well as the relationship
language integrated (English) in a students been considered collected from the participants that this same variable has
learning (clil) and group of 1st of first that the most such as their sex, age, nationality, with other
formal English and 4th year and suitable strategy to complementary studies in sociodemographic (previous
teaching (efi) CSE fourth of respond to the English, as well as the languages experience, sex, context and
(Compulsory CSE objectives set out they speak or study. subject) or those associated
Secondary (Compuls in this investigation with learning by LE.
Education) ory is the so-called
students from Secondar descriptive
two centers in y strategy;
the province Education Specifically, a
of Badajoz. ) in the selective study has
Analyze the process of been used, since
possible learning what is intended is
differences in the to investigate some
anxiety levels English characteristic of
based on language the population
different of two (anxiety) using a
variables: centers self-reported and
previous belonging analytical
experience in to the questionnaire to
bilingual province collect the
learning of information, since
contexts, Bajadoz.T in addition, it is
analyze if hrough intended to
there are this examine the
differences in investigati differences that
anxiety-LE in a on, an exist between
group of 4th- analysis more than two
year of the will be groups.
CSE students made if The data collection
depending on there is a has been carried
the subject difference out by means of
and, in anxiety two
therefore, the levels questionnaires.
CLIL learning dependin One of them is a
context g on the profile
(Biology and previous questionnaire with
Geology) and experienc which personal
EFI. e, the information has
subject been collected
How does and the from the
previous learning participants such as
experience in context. their sex, age,
the context nationality,
AICLE affect complementary
LE -anxiety? studies in English,
as well as the
How does the languages they
learning speak or study.
context
variable affect
the
participants'
LE-anxiety
levels?

How does the

gender
variable affect
LE-anxiety in
AICLE and
non-AICLE
students?

How does
studying a CnL
 (Biology and
Geology)
subject that
follows a
AICLE
teaching
approach
affect LE-
anxiety
compared to
studying
English at EFI?

Anxiety in fifth Domín Describe the This Fifth grade Quantitative allows you to select those Analysis of the state anxiety
grade students of gues, levels of (ST) research students at Approach: This accessible cases that agree to be levels of fifth grade students
the Educational (2018) State Anxiety is focused Colegio approach uses data included. This, based on the from Colegio Juan Pablo II,
Institution E. and trait on the Juan Pablo collection with the convenient accessibility and show 28% state anxiety;
presented by descriptio II, with a objective of proximity of the subjects for the which means that girls
the n of total test hypotheses, researcher. Sample: 50 students and children have anxiety
fifth grade anxiety number of based on statistical belonging to the fifth year of about events or situations
students from levels in 166 analysis and primary school from all the John related to changes in their
Colegio Juan children students, numerical Paul II campuses Instrument: The area
Pablo II de who are divided measurement instrument to be used for the comfort (change from
Villavicencio. in the into five to determine research is the state-trait anxiety primary to secondary).
Identify the fifth year classes in behavioral inventory in children (Staic, Finally, the analysis of the
sociodemogra of the patterns, and test Spielberger, Goursh & Lushene, trait anxiety state allows us
phic primary morning theories 1982) to indicate that there is a
characteristics school at and (Hernández, medium tendency to behave
, analyze the Colegio afternoon Fernández and In the present study, a sample of or react inappropriately but
state anxiety Juan sessions, Baptista, 2000). 50 fifth graders was obtained, they find themselves shaped
levels of the Pablo II aged 8 to This research will with by the context of the family
fifth grade and 15 years be carried out from an average age of 10 years and 6 nucleus.
students of whose old. this approach months, of which 28 were female
the Colegio ages because and 22
Juan Pablo II range An instrument that male, mostly belonging to
de between statistically stratum 2 and 3, none of the
Villavicencio 9 and 14 measures some of participants in the
and finally years. the data will be At the time of application, they
analyze the This used for data had psychiatric, medical or
levels of trait research collection. psychological treatment.
anxiety of the arises variables, where it
fifth grade from an will be necessary to
students of observati resort to the use of
the Juan on in their statistical
Pablo II school which it analysis.
in was
Villavicencio. possible
to
identify
What is the some
degree of anxious
anxiety of the aspects or
fifth grade traits in
students of boys and
the Institution girls due
Educational to
Juan Pablo II different
of circumsta
Villavicencio? nces that
they find
in their
daily lives
and that
if they do
not
obtain
proper
managem
ent could
have
pathologi
cal
conseque
nces.