Browsing by Author "Melkamu Firew"

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    A Study of High School Students English Learning Anxiety and English Achievement: With Particular Reference to Grade 11 at Dembecha Preparatory School, in West Gojjam
    (Addis Ababa University, 2008-06) Melkamu Firew ; Amanuel Gebru
    This study was designed to investigate the relationship between English language learning classroom anxiety and students’ English achievement test result. For this purpose 129 grade 11(eleven) students were randomly selected from Dembecha preparatory and secondary school. A self reporting questionnaire i.e foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), consisted of 33 items, was administered to measure the students’ foreign language classroom anxiety level. The students’ first semester English final examination result was used to determine the relationship between English classroom anxiety and English achievement test result .Descriptive statistics to determine anxiety level,t-test to find out significance difference between males and females anxiety level and achievement and Pearson’s Moment Correlation Coefficient to determine relationship between anxiety and achievement test result were used to test the research problems. The result of the data analysis indicated that most of the students were found to be anxious. With respect to gender no significance difference was observed between males and females on their foreign language classroom anxiety level. The study further showed that there was a significant negative relationship between students’ English language classroom anxiety and English achievement test result at the significance level of 0.001.The study also investigated that there was achievement test result variation among the subjects of the study with respect to their anxiety level. Finally it was found that though males’ achievement test result was a little bit higher than that of females, no significant difference was found on achievement between them. The findings of this study depicted that anxiety is prevalent among the subjects of the study and had negative correlations with their English language achievement test result. And the study made recommendations aimed at reducing classroom English language learning anxiety.