By employing both exploratory and confirmatory factor analysis, Park has provided an important contribution to understanding the underlying constructs of the Foreign Language Classroom Anxiety Scale. To Park’s concerns about previous research on the components of the measure, this article adds the necessity of considering the specific learner populations and learning contexts where foreign language anxiety (FLA) is being examined since the components of FLA likely vary in different learner populations, especially with respect to cultural and proficiency differences. It is particularly important to consider that FLA has different triggers and manifestations in different cultures.
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