Understanding EFL Undergraduate Anxiety in Relation to Motivation, Autonomy, and Language Proficiency

Abstract

This study provides a comprehensive insight into the relationships between foreign language anxiety, learning motivation, autonomy, and language proficiency. The subjects of the study were first-year non-English major undergraduates, who were separated into various levels of English language classes based on their English proficiency. The findings determine that foreign language anxiety is prevalent among the students. Strikingly, more than half of the subjects ’ responses reflected different degrees of learner anxiety for all the 33 Foreign Language Classroom Anxiety Scale (FLCAS) items. Among the variables investigated in this study, learning motivation, followed by listening proficiency, reading proficiency, and learner autonomy, had the highest correlation with foreign language anxiety; all the correlations were highly significant and negative. Results from the stepwise regression predicting language proficiency indicated that both learner anxiety and autono-my contributed significantly to the prediction of proficiency. Motivation failed to contribute significantly in the regression model when leaner autonomy was simultaneously included as a predictor variable. This result

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