SCHOLARLY CONTRIBUTIONS 

Books and Monographs 

• Horwitz, E.K.  Becoming a language teacher:  A practical guide to second language learning and teaching, 2nd edition, Pearson, 2013.
• Horwitz, E.K.  Becoming a language teacher:  A practical guide to second language learning and teaching, Korean edition, Pearson Education Korea Ltd. and Sigma Press, Inc., 2010.
• Horwitz, E.K.  Becoming a language teacher:  A practical guide to second language learning and teaching, Allyn & Bacon, 2008.
• Horwitz, E.K. and Young, D.J. (Eds.)  Language anxiety: From theory and practice to classroom implications, Prentice-Hall, 1991.
• Horwitz, E.K.  Teaching foreign languages.  Curriculum guide for training foreign language teachers, Teach for America Corporation, 1992.
• Blanco, J., Dellinger, M. A., García, M. and Donley, P., Horwitz, E.K.  (senior consulting editor). Vistas: Introduccíon a la lengua española, 1st Edition. Vista Higher Learning, 2000.
• Blanco, J., Dellinger, M. A., García, M. and Donley, P., Horwitz, E.K.  (senior consulting editor). Panorama: Introduccíon a la lengua española, 1st Edition. Vista Higher Learning, 2002.

Refereed Articles

• Horwitz, E. K., L. Nassif, D. C. Parrish. & D. Uslu Ok, (2017).  Supporting more successful language learning: Approaches for post-secondary learners in three contexts, Eurasian Journal of Applied Linguistics, 3, 2, 99–120.
• Horwitz, E. K. (2016). Factor structure of the Foreign Language Classroom Anxiety Scale: Comment on Park (2014), Psychological Reports, 119, 71-76.
• Horwitz, E.K., (2016). Reflections on Horwitz (1986), Preliminary Evidence for the Validity and Reliability of a Foreign Language Anxiety Scale. Invited and refereed article in honor of Horwitz (1986) being selected as one of the 8 influential articles published in the TESOL Quarterly, TESOL Quarterly, 50, 4, 932-935.
• Horwitz, E. K., (2015). Beliefs about language learning and the experience of second language learning:  Asking useful questions about language learners. CONTACT Magazine, Research Symposium Issue, TESL Ontario, 41, 2, 20-30.
• Horwitz, E. K., Foreign and second language anxiety, Language Teaching, 2010, 43, 154-167.
• Yan, X. and E. K. Horwitz.  How anxiety interacts with other learner factors to influence language achievement:  A theoretical model. Language Learning, 2008, 58, 151–183.
• Horwitz, E. K. Bilingual education:  Conceptions and misconceptions. GRETA: A   journal for teachers of English, 13, 23-27.
• Horwitz, E. K. Classroom management for teachers of Japanese and other foreign languages. Foreign Language Annals, 2005, 38, 56-68.
• Horwitz, E. K, Pei-Hsuan Hsieh, Joshua D. Bonzo, Dafu Huang, Yoon-Hee Na, and Brian G. Rubrecht. Case studies of language learners as a tool for helping teachers understand the experience of language learning. Hong Kong Journal of Applied Linguistics, 2004, 9, 1-14.
• Horwitz, E.K. Cultural Influences on beliefs about language learning:  A comparison of factor structures in five studies utilizing the Beliefs about Language Learning Inventory. Texas Papers in Foreign Language Education, 2003, 8, 1-12.
• Gregersen. T. and E. K. Horwitz. Language learning and perfectionism:  Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 2002, 86, 562-570.
• Horwitz, E.K. Language anxiety and achievement, (invited and reviewed). Annual Review of Applied Linguistics, 2001, 21, 112-126.
• Horwitz, E. K. Teachers and students, students and teachers:  An ever-evolving partnership, (invited and reviewed), special issue of the MLJ in honor of its eighty year history. The Modern Language Journal, 2000, 84, 523-535.
• Horwitz, E. K. It ain’t over til it’s over:  On foreign language anxiety, first language deficits,  and the confounding of variables, The Modern Language Journal. 2000, 84, 256-259.
• Cheng, Y.S., Horwitz, E.K., and D. L. Schallert.  Language writing anxiety: Differentiating writing and speaking components. Language Learning, 1999, 49, 417-446.
• Horwitz, E. K. Cultural and situational influences on foreign language learners’ beliefs about language learning:  A review of BALLI studies.  In A. Wenden, (Ed.) special issue of System, 1999, 27, 557-576.
• Saito, Y., Horwitz, E. K., and T. J. Garza. Foreign language reading anxiety. The Modern
• Language Journal, 1999, 83, 202-218.
• Horwitz, E. K., B. Breslau, M. A. Dryden, J. F. Yu, and M. E. McClendon.  A Graduate course focusing on the second language learner. The Modern Language Journal, 1997, 81, 518-526.
• Horwitz, E. K.   Student beliefs about language learning and the implementation of instructional change, (invited). MIE Journal, (Korea), 1997, 81, July, 41-46.
• Horwitz, E. K.   Some suggestions for decreasing foreign language anxiety, (invited), MIE Journal  (Korea), 1997. 81, May, 48-53.
• Horwitz, E. K.   Foreign language anxiety, (invited). MIE Journal (Korea), 1997, 81, March, 55-59.
• Horwitz, E. K.   Some suggestions for making traditional language classrooms more communicative:  Part II, (invited), MIE Journal (Korea), 1997. 81, January, 53-59.
• Horwitz, E. K.   Some suggestions for making traditional language classrooms more     communicative: Part I, (invited), MIE Journal (Korea), 1996. 80, November, 35-39.
• Horwitz, E. K.  The (sic) three principles of second language acquisition to help  teachers improve English instruction, (invited). MIE Journal (Korea), 1996, 80, September, 51-55.
• Horwitz, E. K.  Even Teachers Get the Blues:  Recognizing and alleviating non-native teachers’ feelings of foreign language anxiety. Foreign Language Annals, 1996, 29, 365-372.
• Horwitz, E. K.  Student affective reactions and the teaching and learning of foreign languages, International Journal of Educational Research. 1995, 573-579.
• Horwitz, E. K.  Facing the blackboard:  Student perceptions of language learning and the language classroom.  The ADFL Bulletin, 1989, 20, 61-64.
• Horwitz, E. K.  Recent research on second language learners:  Beliefs and anxiety. Special issue of Texas Papers in Foreign Language Education edited by D. A. Koike and  R.M. Simoes. 1989, 51-60.
• Horwitz, E.K.  The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 1988, 72, 182-193.
• Horwitz, E.K., Horwitz, M.B., and J. A. Cope.  Foreign language classroom anxiety.  The Modern Language Journal, 1986, 70, 125-132. (Most highly cited article in the journal’s history.)
• Horwitz, E.K.  Preliminary evidence for the reliability and validity of a foreign language anxiety scale.  TESOL Quarterly, 1986, 20, 559-562. (Article recognized “as one of the eight most significant contributions to the field of TESOL” published in the journal’s 50 year history.)
• Steinberg, F.S. and Horwitz, E.K.  The effect of induced anxiety on the denotative and interpretive content of second language speech.  TESOL Quarterly, March, 1986, 20, 131-136.
• Horwitz, E.K.  Some language acquisition principles and their implications for second language teaching.  Hispania, 1986, 69, 684-689.
• Horwitz, E.K.  Adapting communication-centered activities to student conceptual level. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, March, 1986, 42, 827-840.
• Horwitz, E.K.  Will they say the secret word?  You bet your life! AATF National Bulletin, January, 1986, 11, 4-5.
• Horwitz, E.K. and Contreras, G.  The foreign language practices of selected Texas businesses.  Journal of Language and International Business, 1985, 1, 13-21.
• Horwitz, E.K.  Formative evaluation of an experimental foreign language class.  The Canadian
• Modern Language Review/La Revue Canadienne des Langues Vivantes, 1985, 42, 83-90.
• Horwitz, E.K.  Using student beliefs about language learning and teaching in the foreign language methods course.  Foreign Language Annals, 1985, 18, 333-340.
• Horwitz, E.K.  Getting them all into the act:  Using audience participation to increase the    effectiveness of role play activities. Foreign Language Annals, 1985, 18, 205-208.
• Horwitz, E.K.  Focused writing exercises:  Word associations, stream of consciousness writing and Friday specials.  The TESL Reporter, October, 1985, 67-69.
• Horwitz, E.K.  The relationship of conceptual level to communicative competence in  French.  Studies in Second Language Acquisition, 1982, 5, 65-73

Chapters and Other Scholarly Work

• Horwitz, E. K. Teacher Well-Being and Teacher Identity: How Language 105 Anxiety Can Undermine Teacher’s Well-Being and Language Teaching
• Effectiveness in J. Mynard & I Brady (eds.), Stretching Boundaries. Papers  from the Third International Psychology of Language Learning Conference,  Tokyo, Japan. 7-10. June, 2018. (abstract), 98.
• Horwitz, E.K., (in press). How Robert C. Gardner’s pioneering social psychological research raised new applied questions about second language acquisition.  In A. Al-Hoorie & P. MacIntyre (eds.) Contemporary Language
• Motivation Theory: 60 Years Since Gardner and Lambert (1959).
• Horwitz, E. K. & L. Nassif (2018).  Language Anxiety. In A. Burns & J. C.
• Richards (eds.)  The Cambridge Guide to Learning English as a Second      Language, 73-80.
• Horwitz, E.K., (2017). On the misreading of Horwitz, Horwitz, and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In Gkonou, C., Daubney, M. & Dewaele, J.-M. (eds) New Insights into Language Anxiety: Theory, Research and Educational Implications.
  Bristol: Multilingual Matters, 31-47.
  Oxford, R. & E. Horwitz, (2013). Preface to T. Gregersen P. MacIntyre,
  Capitalizing on Language Learners’ Individuality: From Premise to Practice, Multilingual Matters, 1-4.
• Liu, M. Evans, M., Horwitz, E., Lee, S. McCrory, M., J. B. Park, and Parrish C. (2013), A study of the use of language learning websites with social network , features by university ESL students.  In M. Lamy & K. Zourou (Eds.) Social networking for language education, NY, NY: Palgrave Macmillan, 137-157.
• Horwitz, E. K. The theoretical, practical, and emotional journey to English Teaching. In The Proceedings of 2012 International Conference and Workshop on TEFL and Applied Linguistics, Department of Applied English, Ming Chuan University, Crane Publishing, 2012, 422-430.
• Horwitz, E. K., M. Tallon, & H. Luo, (2010). Foreign Language Anxiety, In J. Cassady (Ed.) Anxiety in Schools: The Causes, Consequences, and Solutions for Academic Anxieties. Peter Lang, 95-115.
• Interview with Elaine K. Horwitz, Ana Maria Ortega Cebreros, (2007) Greta Journal, The Andalusian English Teachers Association, 4-13.
• Horwitz, E. K. Cultural identity and language anxiety:  How self-concept and cultural expectations mediate performance in a second language. In Who Are We: Cultural Identity and Language Anxiety, City University of Hong Kong, 2008, 57-69.
• Horwitz, E. K. (2008). Why student beliefs about language learning matter. The evolution of the Beliefs about Language Learning Inventory.  In J. Siskin (Ed.) Issues in Language Program Direction. American Assoc. of University Supervisors and Coordinators, 2-8.
• Horwitz, E. K.  Preface to Rubio, F. Ed. (2007).  Self-Esteem and Foreign   Language Learning.  Newcastle upon Tyne, UK: Cambridge Scholar Press,
• Horwitz, E. K.  Preface to Schwarzer, D., Bloom, M., and Shono, S. Eds. (2006).  Research as a Tool for Empowerment: Theory Informing Practice. Greenwich, CT: Information Age  Publishing.
• Horwitz, E. K. Fostering student conversation through scaffolding. The American Association of Teachers of Slavic and East European Languages Newsletter, 45, 2, April, 2002.
• Horwitz, E. K. Language teaching as dialogue:  How the language textbook can foster and reinforce a positive orientation to language learning.  Annotated Instructors Edition, Vistas:  Introduccíon a la lengua española, 1st edition, Vista Higher Learning, 2000.
• Horwitz, E. K.  Making connections with language learners.  Proceedings of the eighth annual symposium on English Teaching. Taipei:  English Teaching Association of the Republic of China, 1999, pp. 65-79.
• Horwitz, E. K.  Preface to Young, D.J., Ed. (1999).  Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere. Boston: McGraw Hill, pp. x-xiii.
• Horwitz, E. K. The research and writing methods in foreign language education course at the University of Texas at Austin.  The TESOL Teacher Education Interest Section Newsletter, 12, October, 1996, p. 9.
• Horwitz, E. K.  Meeting the cognitive and emotional needs of new foreign language teachers. In Z. Moore (Ed.) Foreign Language Teacher Education: Multiple Perspectives, 1996, 289-300. Barr-Harrison, P. and Horwitz, E.K.   Affective considerations in developing language tests for secondary students.  In C. Hancock (Ed.) 1994 Reports of the Northeast Conference of Foreign Language Teachers, 1994, 183-210.
• Horwitz, E.K.  Attending to the affective domain in the foreign language classroom.  In S. Magnan (Ed.) 1990 Reports of the Northeast Conference of Foreign Language Teachers, 1990, 15-31.
• Horwitz, E.K.  Surveying learner beliefs about language learning.  In J. Rubin and A. Wenden (Eds.), Learner Strategies in Language Learning, Prentice-Hall, 1987, 119-129.
• Horwitz, E.K.  Linguistic and communicative competence:  Reassessing foreign language aptitude. In P. Dvorak, W. Van Patten and J. Lee Eds.), Foreign Language Learning:  A Research Perspective, Newbury House, 1987, 146-157.
• Horwitz, E.K. and Contreras, G.  A survey of the foreign language needs and use of Texas business.  In J. Joseph (Ed.), Applied Language Study:  New Objectives, New Methods. Washington, DC:  University Press of America, 1984.
• Horwitz, E.K. and Horwitz, M.B.  Bridging individual differences: Empathy and communicative  competence. In H.T. Trueba and C. Burnett-Mizrahi (Eds.), Bilingual Multicultural Education and the Professional:  From Theory to Practice. New York: Newbury House, 1979, 351-359.

Works in progress

• Polat, N., Horwitz, E. K., & Mahalingappa, L. (Eds.). (Proposal under-review). Preparation of Teachers of English as an Additional Language (EAL) around the World: Research, Policy, Curriculum, and Practice,
• Horwitz, E.K.  (In preparation). Becoming a language teacher:  A practical guide to second language learning and teaching, 3rd edition, Castledown Publishers.
• Horwitz, E. K and H. Kayi-Aydar, An international survey of the content of courses titled second language acquisition.

Book reviews

• The strange career of bilingual education in Texas, 1836–1981. Written by Carlos Kevin Blanton, Reviewed by E. K. Horwitz in The University of Nebraska Great Plains Review, 2005, 25, 4, 276.
• Researching pedagogic tasks: Second language learning, teaching and testing. Written by Martin Bygate, Peter Skehan, and Merrill Swain.   Harlow, England: Longman, 2001. Reviewed by E.K. Horwitz in The Modern Language Journal, 2003, 87, 314-315.
• Psychology for language teachers:  a social constructivist approach. Written by Marion Williams and Robert L. Burden.  Cambridge: Cambridge University Press, 1997. Reviewed by E. K. Horwitz in English for Specific Purposes, 2002, 21, 2, 203-206.
• Affect in language learning.  Edited by J. Arnold, Cambridge:  Cambridge University Press, 1999.  Reviewed by E.K. Horwitz in The Modern Language Journal, 84, 444-445.
• Issues and options in language teaching.  Written by H. H. Stern, edited by P. Allen and B.  Harley, Oxford:  Oxford University Press, 1992.  Reviewed by E.K. Horwitz in The Modern
  Language Journal, 1994, 78, 243-244.  Critical issues in foreign language education.  Edited by E. Silber, New York: Garland, 1991.
  Reviewed by E.K. Horwitz in The Modern Language Journal, 1993, 77, 97-98. Language learning strategies:  What every teacher should know.  Written by Rebecca Oxford,
  Rowley, MA:  Newbury House, 1990.  Reviewed by E.K. Horwitz in The Modern Language Journal, 1991, 75, 130-131.
• The advanced foreign language learner.  Edited by J. Coleman et al., London, England: Association for French Language Studies, 1991.  Reviewed by E.K. Horwitz in The French Review, 1991, 64, 732-733. Self-instruction in Language Learning.  Written by L. Dickinson, Cambridge England:
• Cambridge University Press, 1987.  Reviewed by E.K. Horwitz in Studies in Second Language Acquisition, 1989, 11, 104-105. Propos sur la pédagogie de la communication en langues secondes.  Edited by A.M. Bouchie et al.  Reviewed by E.K. Horwitz in The Modern Language Journal, 1988, 72, 169.
• Interaction et discours dans la classe de langue.  Written by C. Kramsch, Paris: Hatier, 1984.
  Reviewed by E.K. Horwitz in the French Review, 1986, 60, 270-271.
  Images and options in the language classroom.  Written by E. Stevick, Cambridge University Press, 1986.  Reviewed by E.K. Horwitz in The Modern Language Journal, 1986, 70, 42.
  Keep talking.  Written by F. Klippel, Cambridge, England:  Cambridge University Press, 1984.
  Reviewed by E.K. Horwitz in The Modern Language Journal, 1986, 70, 167.
• The construct validation of tests of communicative competence.  Edited by A. Palmer, P. Groot, and G. Trosper, Washington DC:  TESOL, 1981. Reviewed by E.K. Horwitz in The Modern  Language Journal, 1982, 66, 414-415.

Grants

• Dean’s Fellowship, University of Texas at Austin, 2004, one semester salary plus $3000 research support.
• Dean’s Fellowship, University of Texas at Austin, 2000, one semester salary plus $2000 research support.
• University Research Institute Special Research Grant, University of Texas at Austin, “A Survey of Classes Entitled Second Language Acquisition,” 1992.
• University Research Institute Summer Research Award, University of Texas at  Austin, “The Development of a Foreign Language Anxiety Scale,” 1984.

Recent Presentations

• International
  Horwitz, E. K.  (to be presented). Why don’t language classes change? Why would we think they would? The Modern Language Association, Chicago, January 2019.
• Horwitz, E. K.  Teacher well-being and teacher identity: How language anxiety can undermine teachers’ well-being and language teacher effectiveness. Psychology of Language Learning 3, Tokyo, Japan, June 2018.
  
• Horwitz, E. K. How I came to do the research that I do. An autobiographical perspective on SLA research.  Plenary Address, New Perspectives in Foreign Language Teaching Research, Strobl, Austria, June, 2017.
• Horwitz, E. K. Understanding the experiences of anxious language learners:  Why communication apprehension + test anxiety + fear of negative evaluation ≠ language anxiety. Psychology of Language Learning 2, Jyvaskyla, Finland, August, 2016.
• Horwitz, E. K. A focus on emotions versus a focus on individual differences:  Does the latter foster a deficit view of language learners. Psychology of Language Learning 2, Jyvaskyla, Finland, August, 2016.
• Horwitz, E. K. Choosing second language acquisition topics for teachers in different settings.
  Refereed paper at the annual meeting of the international association of Teachers of English to Speakers of Other Languages, Toronto, March, 2015.
• Ahn, B.K., Na, B., & Ryu, J., & Horwitz, E. K. Variations in eye-movements in high-, mid-, and low-anxiety L2 readers. Refereed paper at the annual meeting of the international association of Teachers of English to Speakers of Other Languages, Toronto, March, 2015.
• Horwitz, E. K., Beliefs about language learning and the experience of second language learning:  Asking useful questions about language learners. Invited presentation at the Research Symposium, TESL Ontario, Toronto, October, 2015.
• Horwitz, E.K. How anxiety and beliefs impact language learning and teaching. Refereed presentation at the Conference on Psychology and Second Language Learning, University of Graz, Austria, July, 2014. Song,
• J. & Horwitz, E. K. Reading anxiety: Its effects on reading strategy and reading Comprehension. Refereed paper at the annual meeting of the international association of Teachers of English to Speakers of Other Languages, Portland, March, 2014.
• Horwitz, E. K How Research on language learner anxiety and beliefs about language learning help teachers understand the experience of second language learning.  Invited plenary address at 3rd international conference on Classroom-oriented research: Reconciling theory and practice, Konin, Poland, October, 2013.
• Horwitz, E. K., Anxiety and beliefs: On learners, teachers, and pink dresses.  Invited presentation at the annual meeting of the international association of Teachers of English to Speakers of Other Languages, Dallas, March, 2013.
• Horwitz, E. K., Kao, T., Meadows, C., Nasif, L., and Uslu, D., Supporting more successful language learning through learner training.  Refereed paper at the annual meeting of the international association of Teachers of English to Speakers of Other Languages, Dallas, March, 2013.
• Horwitz, E. K., The theoretical, practical, and emotional journey to English teaching, Keynote Address, Ming Chuan University Annual Conference on English Teaching.Taipei, ROC, March, 2012.
• Horwitz, E. K., Recent research and research models in foreign language anxiety, Invited Presentation, Chonnam National University, Kwanju, RO Korea, August, 2011.
• Horwitz, E. K., Dissertation research consultation with doctoral students, Chonnam National University, Kwanju, RO Korea, August, 2011. 
• Horwitz, E. K., Helping students overcome foreign language anxiety,  Presentation for Kwangju Province Elementary and Secondary English Teachers, Chonnam National University, Kwanju, RO Korea, August, 2011.
• Horwitz, E. K., Recent research on affective factors in second language acquisition, Seoul National University, Seoul, RO Korea, August, 2011.
• Horwitz, E. K., Language anxiety: Why self-concept matters in language learning. Invited Presentation, City University of Hong Kong, International Conference: Chinese Culture, Identity, and Language Anxiety, Hong Kong, June, 2007.
• Horwitz, E. K., Becoming an English teacher: A theoretical, practical, and personal journey. Keynote Address, 2nd International ELT Conference, Eastern Mediterranean University, Northern Cyprus, May, 2006.
• Horwitz, E. K., Student and teacher factors influencing English learning. Invited Presentation, Cyprus College, Republic of Cyprus, May, 2006.
• Horwitz, E. K., Bilingual education: Conceptions and misconceptions. Plenary Speech. Teachers of English to Speakers of Spanish Conference, University of Jaen, Spain, March, 2006.
• Horwitz, E. K., Becoming a language teacher: A theoretical, practical, and personal journey. Keynote Address, Southern Taiwan University of Technology, June, 2004.
• Horwitz, E. K. Foreign language anxiety and beliefs about language learning:  Implications for language teaching. Plenary Speech, Southern Taiwan University of Technology, June, 2004.
• Horwitz, E. K., Becoming an English teacher:  A theoretical, practical, and personal journey, Plenary Speech, Korean Association of Teachers of English, July, 2003.
• Horwitz, E. K.  Individual and social influences on student reactions to technology and other instructional innovations.  Invited paper at Pacific Neighborhood Consortium and Annual Meeting, Hong Kong, January, 2001.
• Horwitz, E. K.  Making connections with language learners.  Invited paper at the 8th annual  symposium on English Teaching, English Teaching Association of the Republic of China, Taipei, November, 1999.
• Horwitz, E. K.  Fifteen years of research in foreign language anxiety. Invited presentation at National Taiwan Normal University, November, 1999.
• Horwitz, E. K. Current trends in teacher education in the US. Speech presented to the faculties of Liberal Arts and Education, University of Atacama, Copiapó, Chile, 1999.
• Horwitz, E. K., B. Breslau, M. A. Dryden, J. F. Yu, and M. E. McClendon. An innovative approach to second language teacher education.  Refereed paper presented at the annual meeting of the International Association of Teachers of English to Speakers of Other Languages, Seattle, WA:  March, 1998.
• Horwitz, E. K. and Y. Saito.  Foreign language reading anxiety.  Refereed paper presented at the annual meeting of the Modern Language Association, Toronto, Canada, December, 1997.
• Horwitz, E. K.  Ten years of research in foreign language anxiety. Refereed paper presented at the annual meeting of the Canadian Association of Applied Linguistics, University of Western Ontario, May, 1996.
• Horwitz, E.K.  Making the connection between language learners and language teachers.  Refereed paper presented at the annual meeting of the Modern Language Association, Toronto, December, 1993.
• Horwitz, E.K.  Not for learner’s only:  The language anxiety of nonnative teacher trainees.  Refereed paper presented at the annual meeting of the international association of Teachers of English to Speakers of Other Languages, Vancouver, March, 1992.
• Horwitz, E.K.  Foreign language anxiety:  What do we know? What do we need to know?  Refereed paper presented at the annual meeting of the Modern Language Association, Chicago, December, 1990.

National  

• Horwitz, E. K., Language anxiety and the Middlebury immersion experience.  Invited presentation, the Language School, Middlebury College,  Middlebury, Vermont, July, 2018.
• Horwitx, E. K., The individual in second language learning. Invited Presentation,  Middlebury College, Middlebury, Vermont, July 2018.
• Horwitz, E. K., Supporting language teacher autonomy through learner-centered teacher education. Refereed presentation at the American Association of Applied Linguistics, Toronto, March, 2015.
• Horwitz, E.K., Why the study of language anxiety and beliefs about language learning are important to me: Bridging language teachers and SLA researchers.  Keynote address, 16th annual TEXFLEC conference, San Antonio, February, 2015.
• Horwitz, E.K. and Kayi-Aydar, H., Directions in Teaching Second Language Acquisition Courses: A Conversation for Course Instructors. Refereed paper at the annual  meeting of the American Association of Applied Linguistics, Portland, March, 2014.
• Horwitz, E. K., and Kayi-Aydar, H., Consistency in the Education of Second/Foreign Language Teachers? A Survey of Courses Titled Second Language Acquisition. Refereed paper at the annual meeting of the American Educational Research Association, San Francisco, April, 2013.
• Horwitz, E. K., and Kayi-Aydar, H. Concerns, Frustrations, and Challenges in Teaching SLA Courses. Refereed paper at the annual meeting of the American Association of Applied Linguistics, Dallas, March, 2013.
• Horwitz, E. K., Research approaches to the study of learner meta-cognitive variables, American Association of Applied Linguistics. Atlanta, March, 2010.
• Horwitz, E. K., The Relative Contributions of Affective and Cognitive Factors in Successful Language Learning, Invited Presentation, College of Liberal Arts and the Defense Language Institute, The University of Texas at Austin,  February, 2010.
• Horwitz, E. K. Communicating with Ethnically and Linguistically  Diverse Clients, National Association of Personal Financial Advisers, Long Beach, California, June, 2008.
• Horwitz, E. K. Language teachers and language anxiety.  Plenary Speech, American Association of Professors of Hebrew, June, 2004, Austin, TX.
• Horwitz, E.K., Moore, Z., and D. Schwarzer, Conducting research on L2 learning. Half-day workshop presented at the annual meeting of the American Council of Teachers of Foreign Languages, Washington DC, November, 2002.
• Horwitz, E.K.  Language teaching as dialogue. Paper presented at the annual meeting of the American Council of Teachers of Foreign Languages, Boston, November, 2000.
• Horwitz, E.K.  The second language learner course at the University of Texas at Austin.  Refereed paper presented at the annual meeting of the American Council of Teachers of Foreign Languages, Chicago, November, 1998.
• Horwitz, E. K.  Ten years of research using the beliefs about language learning inventory:  Cultural perspectives. Refereed paper presented at the annual meeting of the American Association of Applied Linguistics, Seattle, WA:  March, 1998.
• Horwitz, E. K.  The role of cognitive variables in second language acquisition.  Refereed paper presented at the annual meeting of the American Educational Research Association, San Francisco, April, 1995.
• Horwitz, E.K.  Foreign language anxiety and pre-service language teachers.  Refereed paper presented at the annual meeting of the American Council of Teachers of Foreign Languages, San Antonio, November, 1993.
• Horwitz, E.K.  The relationship between beliefs about language learning and foreign language anxiety.  Refereed paper presented at the annual meeting of the American Council of Teachers of Foreign Languages, Chicago, November, 1992.

Regional

• Horwitz, E.K.  Second language acquisition: Voices in harmony or clash of consciousness? Keynote address, Texas Association of Teachers of English to Speakers of Other Languages (state meeting), Austin, October, 2011.
• Horwitz, E. K.  Focus on the English language learner, Invited address, Texas Association of Teachers of English to Speakers of Other Languages (TEXTESOL) Region II, San Antonio, TX, March, 2012.
• Horwitz, E.K.  Fostering effective learning strategies and a low anxiety environment in the language classroom. Paper presented at the annual meeting of the Northeast Conference of Teachers of Foreign Languages, New York, March, 2001.
• Horwitz, E. K. Foreign language education at the University of Texas at Austin, Keynote Speech, inaugural TEXFLEC Conference, Austin, TX, March, 2000.
• Horwitz, E. K.  Establishing communication with ESL learners. Luncheon speech at the annual meeting of Texas Teachers of English as a Second Language Region III, Austin, TX, April, 1999.
• Horwitz, E. K.  There’s a whole lot of shakin’ goin’ on.  Anxiety and foreign language teaching. Refereed workshop presented at the Northeast Conference of Foreign Language Teachers, New York, April, 1998.
• Horwitz, E. K.  The status of second language acquisition research. Invited presentation at the annual meeting of the Texas Association of Teachers of English to Speakers of Other Languages (state meeting), Austin, TX, November, 1997.
• Horwitz, E.K.  Acculturation and language anxiety.  Invited presentation at the annual meeting of the Texas Association of Teachers of English to Speakers of Other Languages (state meeting), Austin, February, 1992.