Abstract
The present study aimed to apply Eye Movement Desensitization and Reprocessing (EMDR) treatment to foreign language (FL) anxiety, a complex and multidimensional phenomenon that has been found to exert profound effects on many aspects of FL learning and performance. EMDR originally emerged as a treatment for post-traumatic stress disorder (PTSD), and a great number of studies demonstrated empirically its potential for treating and coping with various psychological disorders. The present study used the Single-Case Design (SCD). EMDR was given to two volunteer adult EFL (English as a Foreign Language) learners experiencing severe FL anxiety. The effect of the treatment on FL anxiety was tracked and measured by using two separate scales of FL anxiety and obtaining self-reports of distress from the subjects. The long-term effects of EMDR were checked through two separate follow-up assessments. The results clearly demonstrated that EMDR was effective in reducing FL anxiety and increasing subjects’ positive cognition.
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Introduction
- Wellbeing in language learning and teaching
- Articles
- CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education
- Personality traits as predictors of language learner engagement
- Evaluating a collaborative and responsive project to develop language assessment literacy
- Translingual transcultural competence: student agency, teacher guidance, and program support
- Analyse des besoins en français de spécialité pour étudiants étrangers en stage professionnel en France
- Shifting towards the action-oriented approach in Higher Education: language learners’ perceptions
- The importance of the self: using online diaries in the EFL classroom
- The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles
- Acquiring business knowledge through Business English reading materials: pre-experience students’ perspective
- Googleology for second language learning
- Fostering autonomy in learners with special needs: a specialized e-learning course
- The application of eye movement desensitization and reprocessing treatment (EMDR) on adults with foreign language anxiety
- Investigating teaching assistants’ participation in a simulated meeting in a United States University English course
- Reports
- An initial assessment of the academic and professional profile of modern foreign languages’ teachers in UK higher education
- Evaluation for development: the E.A.S.Y. model for empowering actors and stakeholders in curriculum development
Articles in the same Issue
- Frontmatter
- Introduction
- Wellbeing in language learning and teaching
- Articles
- CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education
- Personality traits as predictors of language learner engagement
- Evaluating a collaborative and responsive project to develop language assessment literacy
- Translingual transcultural competence: student agency, teacher guidance, and program support
- Analyse des besoins en français de spécialité pour étudiants étrangers en stage professionnel en France
- Shifting towards the action-oriented approach in Higher Education: language learners’ perceptions
- The importance of the self: using online diaries in the EFL classroom
- The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles
- Acquiring business knowledge through Business English reading materials: pre-experience students’ perspective
- Googleology for second language learning
- Fostering autonomy in learners with special needs: a specialized e-learning course
- The application of eye movement desensitization and reprocessing treatment (EMDR) on adults with foreign language anxiety
- Investigating teaching assistants’ participation in a simulated meeting in a United States University English course
- Reports
- An initial assessment of the academic and professional profile of modern foreign languages’ teachers in UK higher education
- Evaluation for development: the E.A.S.Y. model for empowering actors and stakeholders in curriculum development