چکیده:
The purpose of this study was to investigate the students’ English foreign
language learning anxiety and English language performance test result.
Thus, the objective of the study was to assess the relationship between
students’ English foreign language learning anxiety and their English
language performance. To attain this objective, a descriptive survey research
design was employed. Students’ first semester English final examination
result was used to explore the relationship between students’ English
classroom anxiety and their English performance test result. In line with this,
foreign language classroom anxiety scale and the students’ language
performance scores were used to collect data. One hundred and seventy six
(176) first year students were involved in the study. Multiple instruments that
included questionnaire and document analysis were used to gather data.
Both quantitative and qualitative data analysis methods were employed to
analyze the data. The findings indicated that most of the students were found
to be anxious. Furthermore, the findings showed that there was a significant
negative relationship between students’ English foreign language learning
anxiety and their English performance test result. Also, the findings of the
study revealed that anxiety is much more prevalent in line with the subjects
of the study and had negative correlations with their English language
performance exam result. Finally, it was recommended that EFL instructors
should acknowledge anxiety feelings as legitimate and attempt to lesson
students’ feelings of inadequacy and failure by providing positive
experiences and feedback to counter act anxiety.
خلاصه ماشینی:
Department of English Language and Literature, Debre Tabor University, Ethiopia Received: 14 August 2019 Revision: 28 October 2019 Accepted: 13 November 2019 Published online: 20 December 2019 Abstract The purpose of this study was to investigate the students’ English foreign language learning anxiety and English language performance test result.
Furthermore, the findings showed that there was a significant negative relationship between students’ English foreign language learning anxiety and their English performance test result.
Thus, the researcher was interested to check what happens in the Ethiopian higher institutes/universities in line with the students’ English foreign language learning anxiety, particularly at social science and natural science students of Debre Tabor University, Ethiopia.
As a result, the current study tried to find out whether English foreign language learning anxiety and students’ English language performance exam result had correlations or not on Debre Tabor university first year students.
At the secondary school level, Gardner and MacIntyre (1993), for instance, investigated that English language classroom anxiety found to be negatively correlated with students’ test, speaking and writing performances.
1 Design of the Study In this study, descriptive survey research design which applies quantitative and qualitative methods of data collection (mixed approach) and analysis was employed because it is applicable to obtain important information about the relationship between English foreign language classroom anxiety and students’ English performance.
5. Discussion The main purpose of this study was to investigate the relationship between English foreign language learning classroom anxiety and students’ English performance exam result.