Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners

Abstract

Anxiety, as an important affective variable, has been found to be a significant factor adversely affecting language learning (Aydin 2008). Many studies have explored sources and causes of anxiety among learners (Young, 1991; Tanveer, 2007; Aydin 2008; Williams& Andrade, 2008). However, to date little, if any, studies have examined levels and sources of anxiety and its relationship with fear of negative evaluation. To this end, the present study has been conducted in Iranian context. Data were gathered through administering two scales. Foreign language anxiety classroom scale (FLACS) and fear of negative evaluation (FNE) scale were administered to a sample of 61 EFL learners. To analyze data, descriptive statistics and inferential statistics, i.e. independent sample t-test, were run. Descriptive analysis indicated that participants suffer from language anxiety and fear of negative evaluation. The result of independent sample t-test showed there was no significant difference between males and females in the levels of anxiety. The computation of means and standard deviations of statements in questionnaires revealed that the prime sources of language anxiety and fear of negative evaluation are fear of failing class and fear of leaving unfavorable impression on others, respectively. Furthermore, Pearson correlation analysis indicated there is a significant correlation between foreign language anxiety and fear of negative evaluation. The present study will examine the causes of anxiety of students through the various types of anxiety that the students encounter in relation to learning English in a foreign land. Specifically, the research will look into foreign language classroom anxiety and fear of negative evaluation, as well as to determine the relationship between the two.