English Language Classroom Anxiety, Performance on Classroom Tasks and in Tests: A Study of Some Ethiopian Civil Service College First Year Students

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Addis Ababa University


The purpose of this study was to look into the strength and direction of association between the degrees of English language classroom anxiety Ethiopian Civil Service College first year students experience in the classroom and their performances in a midsemester test and on speaking and writing tasks. The subjects were one hundred ECS( first year students selected randomly from four sections. Horwitz, Horwtitz, and Cope's [1986] FLCAS was administered to obtain inforination regarding the degrees of anxiety students experience. Data was analyzed using Pearson Correlation Coefficient and Coefficient of Determination. Furthermore, the language performances of highand low-anxious groups were compared. The results indicated that learners' anxiety scores were negatively and significantly associated with their language performances. These results imply the deleterious effects of anxiety and the tendency of low-anxious students to perform relatively better than high-anxious learners. Hence, high and low achievers may, to some extent, be distinguished by the levels of language anxiety learners experience in the classroom.



Anxiety, Performance