A Study of English Language Classroom Anxiety and Its Predictive Effects on Students' English Achievement
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Keywords
English classroom anxiety, English achievement, correlation, regression
Abstract
In the process of foreign language learning, emotional factor-anxiety, has far-reaching impact on learning results. Anxiety is often regarded as a negative emotional factor in foreign language learning, which may hinder the development of language absorption and application ability. This study investigates the relationship between English classroom anxiety and English achievement among 30 English majors at Nankai University, class of 2022. Utilizing a self-administered questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzing data through correlation and regression analyses, the study reveals a significant negative correlation between students' self-assessed English performance and their levels of anxiety. The findings demonstrate that increased anxiety is predictive of lower English achievement, underscoring the impact of affective factors on language acquisition.
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