Abstract or Introduction
This study investigates the level of foreign language anxiety and motivation among semester 4 and 6 EFL students at Sultan Moulay Slimane University. More specifically, it investigates the correlation among the level of foreign anxiety, the level of motivation and academic achievement of EFL students and gender differences. To this end, the study adopted the Foreign Language Classroom Anxiety Scale (FLCAS) and the Academic Motivation Scale (AMS).
The participants were 100 students (47 females and 53 males). The data was analyzed by using the Statistical Package for the Social Sciences (SPSS). The results indicated that participants experienced a moderate level of foreign language anxiety and motivation. Besides, the findings showed a negative significant correlation between two of foreign language anxiety variables (communication apprehension and test anxiety) and academic achievement while intrinsic motivation was positively and significantly correlated with academic achievement. Furthermore, the results revealed that all three components of FLCAS were correlated with intrinsic motivation to know. Additionally, the results demonstrated that there were no gender differences in foreign language anxiety and motivation. Also, it was found that there was no significant difference between semester 4 and 6 participants in terms of foreign language anxiety and motivation level.
- Quote paper
- Younes Halim (Author), 2018, The Relationship among EFL Learners’ Anxiety, Motivation and Academic Achievement, Munich, GRIN Verlag, https://www.grin.com/document/435459