Conclusiones

Tenor of the citations: A publication that draws attention to the interrelationship between speaking anxiety and language learner self-management skills in both face-to-face and online contexts with their additional multimodal demands.

White, C. (2006). Distance Learning of Foreign Languages. Language Teaching ,

39 (4), 247–264.

Hauck & Hurd (2005) [...] A contribution of the study is that it explores the kinds of anxiety that can arise within multimodal virtual learning spaces, especially in relation to the variety and simultaneity of modes available, and the extra dimension this adds to the need for learner self-management.

Stonebrink, D. (2008). Web-based English Language Learning with Wimba Voice

Technologies . Tempe, Arizona: Maricopa Community College.

The negative influence of anxiety on language development is well-documented in the literature ([...] Hauck and Hurd, 2005 [...]).

Nakazawa, K. (2009). Student Engagement in Online Language Learning: A Case Study Examining the Online Delivery of Tertiary Language Courses. International

Journal of Learning , 16 (7), 405–414.

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[...] good instruction and timely feedback to keep students on track are very helpful, as is suggested in studies pertaining to the link between language anxiety and learner self-management (Hauck and Hurd 2005).

Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: the influence of environment. Computer Assisted Language Learning , 23(4), 361–375.

Anxiety has been found to negatively influence speaking performance (Aida, 1994) and the ability to self-manage in online learning (Hauck & Hurd, 2005) [...] open learning environments can help students use self-management strategies to lower anxiety (Hauck & Hurd, 2005).

Dalbani, H. (2011). Autonomy in Distance English Language Learning. Damascus

University Journal , 27 (3+4), 81–117.

According to Hauck and Hurd (2005), materials in distance language learning play a central role as the teaching voice. [...] And to help students develop awareness of themselves and encourage an autonomous approach, learning strategy sections are embedded into the course materials and thus reflect an indirect and contextualized approach to strategy training. “The aim is gradually to shift the locus of control from teacher to learner and build learners'

confidence in taking an active part in their own learning” (Hauck and Hurd: 2005).

Miyazoe, T., & Anderson, T. (2012). Voice Interaction Online. In Q. Lin (Ed.),

Advancement in Online Education: Exploring the Best Practices (pp. 39–67). US:

Nova Science Publishing.

Speaking anxiety is relevant to online voice interaction in two ways ... speaking anxiety that learners potentially experience when talking online without sharing the same physical space with associated interpersonal clues ([...] Hampel, Felix, Hauck, and Coleman, 2005; Hauck and Hurd, 2005 [...]).

Jauregi, K., de Graaff, R., van den Bergh, H., & Kriz, M. (2012). Native/non-native speaker interactions through video-web communication: a clue for enhancing motivation? Computer Assisted Language Learning , 25 (1), 1–19.

According to Hauck and Hurd, anxiety levels are likely to be lowered if students can learn in a non-threatening environment which encourages them to try things out and have fun, which builds confidence and promotes respect for different learning styles, approaches and personality traits.

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Xiao, J. (2012). Successful and unsuccessful distance language learners: an ‘affective’ perspective . Open Learning: The Journal of Open, Distance and

e-Learning , 27 (2), 121–136.

Our findings lend support to the argument that there is a link between anxiety and learner self-management (Hauck & Hurd, 2005).

Grant, S., Huang, H., & Pasfield-Neofitou, S. (2013). Language Learning in Virtual Worlds: The Role of Foreign Language and Technical Anxiety. J ournal of Virtual

Worlds Research , 6 (1), 1–9.

Since Horwitz et. al. (1986), there have been a number of investigations into FLA [...] in f2f and distance settings (M. Hauck & S. Hurd, 2005).

Hampel, R., & De Los Arcos, B. (2013) . Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme. Innovation in Language Learning and Teaching , 7 (2), 158–178.

The authors endorse Hauck and Hurd’s (2005) argument that learners’ self-management skills [...] can help reduce anxiety, … and that language learners need to develop an awareness of the origin of their emotions (positive and negative), including self, others and the context of

interaction…Those who believe in their effectiveness as learners, [...] set themselves higher learning goals and are determined to succeed regardless of the obstacle, be it of a linguistic, technical or affective nature (Hauck and Hurd 2005; Hampel and Hauck 2006).

Chang, R., Wang, Y., & Hung, H.-H., & Borst, S. (2015). Chinese Language

Learners’ Foreign Language Anxiety in Online Text Chatting. Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages (ACTFL), San Diego, California. Available at:

https://www.researchgate.net/publication/314104414_Chinese_Language_Learners %27_Foreign_Language_Anxiety_in_Online_Text_Chatting/references

Consistent with previous studies ([...] Hauck & Hurd, 2005 [...], less confidence in language proficiency

is still one of the major reasons that causes nervousness, even in CMC activities.

Kruk, M. (2017). Changes in foreign language anxiety: A classroom perspective.

International Journal of Applied Linguistics , 27 (3), n.p.

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In addition, researchers [...] determine the role of anxiety in the field of distance learning (e.g., Hauck and Hurd, 2005) and account for the

relationship between anxiety and language learning in computer technology [...].

MA and doctoral theses

Ahmed, I. (2012). Investigating Students’ Experiences of Learning English as a

Second Language at the University of Sindh, Jamshoro, Pakistan (Doctoral Thesis,

University of Sussex).

Phenomenography [...] The analysis of students’ learning experiences in ESL programmes in higher education has been heavily influenced by this

perspective ([...] Hauck and Hurd 2005 [...]).

Chang, H.J. (2012). The Development of Collaborative Learning Practices in an

Online Language Course (Doctoral Thesis, Newcastle University).

[S]everal studies have suggested that an online language learning course structure encouraged students to develop their metacognitive learning strategies to be successful students (Hauck and Hurd, 2005 [...])

Baez-Holley, M. (2013). Foreign Language Anxiety in the Classroom and in an

Online Environment (Doctoral Thesis, Indiana State University).

[Q]uestionnaires and other qualitative methods such as interviews and audio-recordings were used [...] This instrument has been used in several studies (Hauck & Hurd, 2005; Hurd, 2006) and it is considered to be reliable […]

Many early studies done in the area of foreign language anxiety have revealed that speaking is the language skill that causes the most anxiety among students ([...] Hauck & Hurd, 2005 [...]) […]

Third, online students realize that much of the responsibility for learning lies with themselves (Hauck & Hurd, 2005).

Mosquera Gaviria, C. P. (2013). Applying Metacognitive Strategies for Vocabulary

Acquisition through Learning Portfolios (MA Thesis, Universidad de La Sabana Chía).

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On the other hand, (Hauck, 2005) states that learners who have developed their metacognitive awareness are likely to become more autonomous language learners.

Schofield, S. E. (2013). School Administrators’ Perceptions of Alabama’s ACCESS

Distance Learning Program (Doctoral Thesis, Auburn University).

They stress that conscious selection of strategies and self-directed

involvement are characteristics of an autonomous approach, and particularly relevant to those learning in independent contexts (Hauck & Hurd, 2005).

Melchor Couto, S. (2014). El uso de mundos virtuales para la interacción oral en el aula de lenguas extranjeras y su impacto en las variables afectivas (Doctoral Thesis,

Universidade de Vigo).

Some authors claim that anonymity may disinhibit users ([...] Hauck and Hurd, 2005:16 [...]), therefore creating a more relaxed environment for FL practice […]

Finally, the comments provided by the participants have confirmed the existence of effects already mentioned here and described by a number of authors, such as the fact that CMC communication provides a safe environment ([...] Hauck and Hurd, 2005:16 [...]).

Ni Loingsigh, D. (2015). Minority Language Advising in the Workplace: Contextual

Practices, Relational Knowing, Mandate, and Change (EdD Thesis, Maynooth

University).

Focusing on the distance learning environment, Harris (2003) and Hauck and Hurd, (2005) emphasise the importance of the learning site, life roles, and support for language learning. Some anxiety-related problems noted are fear of making mistakes, fear of not being understood, “freezing” when called on to speak in front of others, not matching up to expectations, and feeling too much is expected of oneself (Hauck and Hurd, 2005).

Fincham, N. X. (2015). Metacognitive Knowledge Development and Language

Learning in the Context of Web-based Distance Language Learning: A Multiple-Case Study of Adult EFL Learners in China (Doctoral Thesis, Michigan State University).

[...] L2 researchers who highlight the importance of contextual knowledge in today’s technology-rich language learning environment (Hauck & Hurd, 2005 [...]). [...] The variety and simultaneity of modes available to make meaning

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and the additional technological challenges they raise can lead to confusion and uncertainty, which can cause learning difficulty and anxiety for language learners (Hauck & Hurd, 2005).

Bollinger, A. (2017). Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms (Doctoral Thesis, Liberty University).

Some studies explored causes of anxiety (Coryell & Clark, 2009),

anxiety-producing activities, and anxiety-reducing strategies (Hauck & Hurd, 2005). [...] only a few studies comparing anxiety experienced by students in traditional and distance learning foreign language classes (e.g. Hauck & Hurd, 2005; Pichette, 2009).

Yılan, S. M. (2017). ‘Take your Time’ to ‘Find yourself!’: An Exploration of Scaffolded

Autonomous Elearning Environments amongst International Students in a UK University (Doctoral Thesis, University of Southampton).

Considering the use of self-talk to encourage learners to control their learning, rather than engage in an uncontrolled learning process (Zimmerman & Martinez-Pons, 1986), and to increase awareness of learning (Hauck & Hurd, 2005) [,..].

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