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Third，theaudents’audestowardsFLAfouadegreeofFLAwasnaturalforstudentslearhisisinacewiththepositionthatayis“partofourexistence”
（Bigdeli&Bai，2009，p.108）andthatfuagelearningis“rarelywithoutayofsomekind”
（Jones，2004，p.30）.However，theteadedtohaveamorepositiveattitudetowardsFLAthas.WhereasnearlyhalfofthestudentsexpressedalyunfavourableattitudetowardsFLA，alleightteachersexpressedamixedattitudetowardsit;thatis，theyteosiderFLAtobebothgoodandbadforstudentswithoutemphasisireme.Althoughtheteachers’viewwasnotnecessarilywrong，beearlyhalfofthestudentsstillemphasisedthedebilitatingsideofFLAoveritsfagside，theseteachersdidouhefullimpactofFLAoispossiblethatFLAhasbothpositiveaiveeffelearning，butgiventhatnearlyhalfofthestudentsstillhadaiveviewofFLA，thisimpliesthatthelevelofFLAwasstillbeyorol，thusgmativethas.
PedagogicalImplis
&hesefindings，thisstudysuggeststhattheprevalehathasbeeediuredoesnotguarafuagestudentsandteachersareawareofit.BecauseteachersplayasupportiveandguidihefuageteadlearheyshouldpaymoreattentioaenceofFLAisaheirkFLA.Inplanningcurriculum，teaorerespoudeiesandneeds.Beingmorerespoeachersbothuheirstudeosupportstudentsinmaythroughdesigningappropriatelearningactivities.Bydoingso，teacherswouldbeabletobuildasupportivelearninge，whichisbelievedtoreduxietylevels（p;Dereshiwsky，2001;Ewald，2ersen&Horwitz，2002;Tallon，2009;VonW?orde，2003）aearichtheirteagexperieooptimisetheirrole.
LimitationsandImplisforFutureResearch
ThisstudyfoundahighlevelofFLAamopopulatiohefaadethesestudentsfeelsoanxiousaboutEFLlearobeuherthesefactorsarerelatedt，performauralfeaturesshouldalsobeuherreseareedstobedooors.Inaddition，sofartherehasbeenlimitedresearFLAi;therefore，wedonotknowiftheunusuallyhighlevelofFLAfoundinthisstudyistypiesestudents.MoreresearFLAwithstudentsofdifferentmajorsshouldbeusefulingthisquestion.
TheawarenessofFLAamoudentsahestudywasexamiheirperceivedexistenceofFLAoudentsandteachersareawareoftheelementsofFLA，ingitspossiblesources，effedmaegies，obeexamihisawareobeuoodadequately.
InadditioFLAhasbeenthefoerousstudies，manyofwhichhavefousdetrimehereisnodoubtthateffortsshouldbemadetofindsolutioheseeffects.However，withalloftheteathisstudyregboththefagaisofFLA，andhalfofthestudentshavingbothpositiveaiveviewsofFLA，wesuggestthatthefagsideofFLAisalsoworthattentiolimitedresearchhasexamiatingsideofFLA，inadditiontofindingsolutionstoreduceFLA，futureresearanagingFLAshouldalsofindwaystotakeadvahepositiveeffectsofFLAoeadlearning.
&HORS
TranThiThuTrangisanEurerandwithresearagementaioionsatHueUy，inaSheistlydoiheSchoolofEduiversityofQueensland.Herresearterestsiionalpsychology，affectivefalanguagelearning，andteadlearningiion.
RichardB.BaldaufJr.，professorofTESOLattheSchoolofEduiversityofQueensland，haspublishedirefereedjournalsandbooks.HeiscuagePlanningfromPracticetoTheory（1997），LanguageandLanguage-iionPlanninginthePacifi（2003），andPlanniers:Evolutioioion（2008）.
KarenMoniisanassociateprofessorandatescurridliteracycoursesattheSchoolofEduiversityofQueensland.Herresearterestsieradyoungadultswithiualdisabilitiesandteag，learning，aiion.SheistlythepresideralianAssofortheTeagofEnglish.
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