The Relationship between Language Learning Anxiety and Language Learning Motivation among Iranian Intermediate EFL Learners

Abstract

The present study was an attempt to investigate the degree of anxiety among Iranian intermediate EFL learners and its relation to their motivation. To this end, a total number of 80 EFL learners (35 males and 45 females) were selected through cluster random sampling from two language classes at Islamic Azad University, Sardasht Branch, Hormozgan Province, Iran as the participants in this study. The instruments used to collect the data from the participants were the Foreign Language Learning Anxiety Scale (FLCAS) and Gardner’s (1985) Attitude/Motivation Test Battery (AMTB). The results indicated that the majority of the participants experienced a mid to high level of language learning anxiety. Besides, it was found that the participants with lower levels of the language learning anxiety were more motivated to learn English while those with higher levels of the language learning anxiety were less motivated to learn English. However, there was no significant difference between the anxiety level of male and female participants. Similarly, there was no significant difference between the motivation level of male and female participants in this study. Finally, the findings indicated that there was no significant difference between the male and female participants concerning their language learning anxiety and motivation to learn English, indicating that gender did not play a determining role in these two variables.