Multilingual EU supports language learning mainly because better language skills enable more people to improve their job prospects, better understand people from different cultures (The new European programme for languages, 2014-2020).

Since 1980s in successful foreign language learning authentic learning contexts are considered of crucial importance (Collie & Slater, 1995; Lee, 2005; Wu, 2013). In written communication should be acquired as authentic writing to real addressee (Nunan, 1991; Benson/Christian, 2002). Reading texts should be sufficiently long and preferably authentic, reflecting different cultural backgrounds (Nunan, 1995; Dominowski, 2002). However, in different cultures attitudes to learning languages is different. In, e.g., Palestine, where ER (extensive reading) and other meaning-based pedagogies are not common, a researcher suggests providing translated versions of Arabic literature, and sources of the Islamic culture in addition to universal literature by famous English and American  writers (Basema A. Abu Saleem, 2010).

Since 1990s in EU have been developed special quality systems for language learning. In line with basic principles of the “White Paper” (White Paper, 1996) Lasnier has developed Quality Guide (Lasnier, 2003) for assuring quality in a language course. Common European Framework of Reference for Languages (CEF) and European Language Portfolio pays most attention to individual learner. According to Rudzinska quality model for a single study course, quality is evaluated in three learning stages – goal setting, learning process and learning outcomes (Rudzinska, 2011), integral part of learning process is the assessment of learning outcomes, including testing (Rudzinska, 2013).

Quality model subjects - students, teachers, etc.  - are complicated systems, comprising cognitive, conative and affective. factors. One of the manifestations of affective factors is anxiety - a subjective feeling of tension. A consensus has been reached that foreign language anxiety is a unique type of anxiety. However, foreign language learning has great potential for students to be embarrassed and frustrated, it challenges their self-esteem and sense of identity (MacIntyre, 1999). In certain situations, e.g., when taking a test or speaking in public, anxiety is even more pronounced (MacIntyre & Gardner, 1991a; MacIntyre, 1999). According to Horwitz et al.’s (1986) theory conceptually important aspects of FLA are three anxieties - communication apprehension, fear of negative evaluation, and test anxiety. Numerous empirical studies measuring anxiety in various instructional settings and different cultures, not limited to European ones, were carried out. Sheorey studied on anxiety among Indian high school students (Sheorey, 2006), Tóth & Pázmány: anxiety in Hungarian students (Tóth & Pázmány, 2008). FLA construct was tested and refined. Several researchers doubted the necessity to include test anxiety in ELLAS. However, Tóth & Pázmány concluded that “test anxiety is an important element of construct of foreign language anxiety” (Tóth & Pázmány, 2008, p.70). Tran (Tran, 2012) reviewed Horwitz, Horwitz and Cope’s Theory of Foreign Language Anxiety, concluding that FLCAS measures language skills rather than anxiety levels, and that it appears to measure anxiety primarily related to speaking situations.

Up to date research into affective learner variables such as anxiety, has concentrated on classroom-based learner (Hauck, Mirjam and Hurd, Stella, 2005). Also in new context, e.g., in virtual learning spaces learners have to deal successfully with the "points when learners are confused, or uncertain, or when there is a breakdown in learning" (White, 2003), likely to evoke language anxieties.

The aim of the research is to find out what is the quality of foreign language learning in students from different cultural backgrounds – Thailand and Latvia – how they preferably learn foreign languages, in what contexts it happens, including on-line ones, what reading and writing activities they prefer, how they experience foreign language learning anxiety, including test anxiety, impeding their foreign language learning.

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