Related Experiment Video
Updated: Jul 8, 2025

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat
Published on: September 12, 2014
Interaction between CSL students' motivation and anxiety under different L2 writing tasks: evidence from Vietnamese
Cong Wang1, Sida Zhu2, Haijing Zhang1
1Department of Chinese Language Studies, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China.
Introduction:
Improving task motivation can reduce anxiety and enhance the efficiency of second language (L2) learning. However, previous research has not determined whether the relationship between task motivation and anxiety is unidirectional facilitation or bidirectional interaction. The reasons for these "relationships" and their impact on L2 learning have not been analysed in depth yet.
Methods:
This study investigated the interaction between task motivation and anxiety via qualitative and quantitative research methods with the participation of 229 Vietnamese university students, who were divided into three L2 writing task groups, including the free choice group (FC), the limited choice group (LC), and the no choice group (NC).
Results:
The quantitative results show that the higher individuals' autonomy levels were, the higher their task motivation levels would be. Besides, the high level of task anxiety reduced task motivation among Vietnamese university students and exited other anxiety factors. The qualitative analysis of semi-structured interviews conducted with 32 Vietnamese university students showed that a small number of negative factors might trigger low levels of task anxiety.
Discussion:
Nevertheless, the results for participants with different levels of Chinese language proficiency were highly variable. Participants with better cognitive and Chinese language levels regarded task anxiety as an opportunity to practice their Chinese language skills. They were motivated to complete the task, while participants with lower Chinese language levels exhibited low confidence and experienced more challenges when completing the task.
More Related Videos
05:33Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning
Published on: January 29, 2020
07:32Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
Published on: February 10, 2016
Related Concept Videos
Social Loafing
Surveys
Cognitive Dissonance
Self-Evaluation: Self-Enhancement and Self-Verification
Self-Discrepancy Theory
Theory of Romantic Attachment in Adulthood