Abstract

This study aims to understand Taiwanese graduate students’ personal experiences with culturally-related
language anxiety and adjustment in academic settings and utilizes an adapted version of FLCAS (Horwitz,
Horwitz, & Cope, 1986), in-depth interviews, and focus groups. The results suggested that these Taiwanese
graduate students’ primary issues associated with culturally-related language anxiety and adjustment are
listening comprehension, participation in group discussions, and Taiwanese students’ mixed feelings among
members of the same nationality.

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