Students’ English Learning Anxiety and their English Achievement

Abstract

This study sought the relationship between students’ English learning anxiety in the classroom and their English achievement. The Foreign Language Classroom Anxiety Scale was used to collect the data from 122 respondents. The descriptive analysis revealed that the level of anxiety was moderate whereas the achievement was average. The result of comparative analysis showed that there was a significant difference of both variables based on gender. Correlative analysis revealed that there was a significant correlation between both variables. The result showed that the respondents experienced anxiety in the classroom, and it affected their English learning.  The finding indicated that the lower their anxiety, the better they learned English.