Research Article of Open Journal of Language and Linguistics
A Study on the Relationship between English Language Learning Anxiety and English Language Achievement
Yoseph Zewdu1, Sualih Mussa1, Abeba Temesgen2
1Debre Markos University; 2Damot General Secondary School
The main objective of this study was to examine the relationship between students’ English language learning anxiety and their English language achievement. For this purpose, 197 grade ten students were involved. The students were selected using proportional sampling technique. The instruments used to collect data were questionnaire and achievement. Then, the collected data were analyzed using quantitative methods of data analysis. The study revealed that there was statistically significant negative relationship between students’ English foreign language learning anxiety and their English achievement test result with a correlation coefficient of (r=-.194, p=>0.05). In addition, the participants of the study were found to anxious because of fear of negative evaluation, communication apprehension and test related anxieties. .The study also indicated that female students mean score was less than the mean score of male students when their anxiety levels were measured. But the independent sample t-test indicated that there is no statistically significant difference between male students and female students in their learning anxiety in EFL classrooms. However, a significant mean difference between male and female students was observed on test anxiety with (P<0.05). Therefore, this result is consistent with the findings of Tang (2005). Finally, the researchers recommended that EFL teachers should provide advice for the learners to avoid anxiety in their English language class.
Keywords: anxiety, English foreign language, achievement result, gender, anxiety level
How to cite this article:
Yoseph Zewdu, Sualih Mussa, Abeba Temesgen.A Study on the Relationship between English Language Learning Anxiety and English Language Achievement.Open Journal of Language and Linguistics, 2021, 4:13.
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