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.
| Published in |
International Journal of Language and Linguistics (Volume 2, Issue 6-1)
This article belongs to the Special Issue Innovations in Foreign Language Teaching |
| DOI | 10.11648/j.ijll.s.2014020601.16 |
| Page(s) | 35-48 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Language Learning Anxiety, Language Learning Motivation, EFL Learners
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APA Style
Elaheh Tahernezhad, Fatemeh Behjat, Ali Asghar Kargar. (2014). The Relationship between Language Learning Anxiety and Language Learning Motivation among Iranian Intermediate EFL Learners. International Journal of Language and Linguistics, 2(6-1), 35-48. https://doi.org/10.11648/j.ijll.s.2014020601.16
ACS Style
Elaheh Tahernezhad; Fatemeh Behjat; Ali Asghar Kargar. The Relationship between Language Learning Anxiety and Language Learning Motivation among Iranian Intermediate EFL Learners. Int. J. Lang. Linguist. 2014, 2(6-1), 35-48. doi: 10.11648/j.ijll.s.2014020601.16
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Download@article{10.11648/j.ijll.s.2014020601.16,
author = {Elaheh Tahernezhad and Fatemeh Behjat and Ali Asghar Kargar},
title = {The Relationship between Language Learning Anxiety and Language Learning Motivation among Iranian Intermediate EFL Learners},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {6-1},
pages = {35-48},
doi = {10.11648/j.ijll.s.2014020601.16},
url = {https://doi.org/10.11648/j.ijll.s.2014020601.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2014020601.16},
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.},
year = {2014}
}
TY - JOUR T1 - The Relationship between Language Learning Anxiety and Language Learning Motivation among Iranian Intermediate EFL Learners AU - Elaheh Tahernezhad AU - Fatemeh Behjat AU - Ali Asghar Kargar Y1 - 2014/11/18 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.s.2014020601.16 DO - 10.11648/j.ijll.s.2014020601.16 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 35 EP - 48 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.s.2014020601.16 AB - 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. VL - 2 IS - 6-1 ER -
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