The Relationship among EFL Learners’ Anxiety, Motivation, and Achievement

This study aimed to investigate the intricate relationship between anxiety, motivation, and achievement among university-level students studying English as a Foreign Language (EFL). It examined the relationships among English learning and motivational factors, specifically (attitude and anxiety), as well as age and gender. A cohort of 120 Iranian EFL learners participated in this investigation, responding to two established and reliable questionnaires: The Foreign Language Learning Anxiety Scale (FLCAS) and the Attitude/Motivation Test Battery (AMTB) by Gardner. The researchers analysed data utilizing SPSS software version 23, employing descriptive statistics, Pearson correlation, and Multivariate Analysis of Variance (MANOVA). Data analysis revealed that the learners tended to experience heightened anxiety with increased exposure to foreign language classes, language assessments, feelings of unpreparedness for class, and difficulties in comprehending teacher feedback or speech in the target language. Moreover, the findings indicated a notable negative correlation between EFL learners’ anxiety levels and their motivation. However, neither age nor gender significantly influences the levels of foreign language learning anxiety, attitudes, or motivation. Additionally, the results underscore a substantial negative correlation between EFL learners' anxiety levels and their academic achievement. The results of this study have important educational implications for teachers, students, curriculum developers, and syllabus designers in the field of EFL, emphasizing the necessity of addressing anxiety and fostering motivation within EFL learning environments.