@techreport{oai:kobe-cufs.repo.nii.ac.jp:00002478,
 author = {Greisamer, Michael},
 issue = {61},
 month = {Oct},
 note = {The role that emotions play in language acquisition has been brought to the forefront recently in the field of second language learning and teaching (Dewaele et al., 2017; Horwitz, 2017; Teimouri et al, n.d.). The effects that anxiety, one such emotion, has on the learner can influence his/her proficiency and level of communicative ability (Oxford, 1999). Japanese learners are notorious for their anxiety in the English classroom.
This study introduces an original baseline test designed by the researcher that measures the level of anxiety in Japanese learners in the L1 (Japanese) and the L2 (English).
Traditionally, anxiety has been measured by self-perceived questionnaire (Horwitz et al, 1986) where learners report their feelings on anxiety. The BAT (Baseline Anxiety Test) assess anxiety “on the spot” in real time when interacting with their teacher. This involves analyzing data qualitative in nature and assigning quantitative numeral assignments. The results demonstrate that learners display higher levels of stress when faced with a critical thinking or opinion based situation. Surprisingly, anxiety levels for these questions were  actually higher in the L1 than the L2. This may be a result of their existing social and educational environment exacerbated by the anxiety of learning a second language., application/pdf},
 title = {A Baseline test of anxiety for Japanese English language learners},
 year = {2019}
}