English Language Classroom Anxiety, Performance on Classroom Tasks and in Tests: A Study of Some Ethiopian Civil Service College First Year Students
No Thumbnail Available
Date
1996-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
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.
Description
Keywords
Anxiety, Performance