Introduction

After high school, most Hungarian students discontinue learning a foreign language in tertiary institutions. One of the most decisive individual differences (ID) variables that has been investigated to be behind this perceived lack of success and the drop in language learning is learners’ foreign language anxiety (Albert et al. in Vizsgálat a köznevelésben folyó idegennyelv-oktatás hatékonyságáról, 2018a, b, Oktatási Hivatal). Therefore, the current monograph is devoted to presenting the author’s research on language anxiety conducted in the Hungarian context, with a special focus on measurement issues.