Foreign Language Anxiety and Its Impact on English Achievement: A Study of Gender Variations in EFL Learners
DOI:
https://doi.org/10.29408/veles.v9i1.28279Keywords:
Anxiety, gender, learning achievement, EFL students, English language learningAbstract
Anxiety is a prevalent psychological factor that influences the learning process, particularly in language acquisition, where it can shape students’ confidence, engagement, and overall performance. In contexts where English is learned as a foreign language, anxiety is often linked to students' ability to navigate language learning challenges, affecting both their success and struggles in mastering the language. Understanding the extent of foreign language anxiety and its specific effects is essential, given its potential impact. This study investigates students’ anxiety levels, examines gender differences, and explores the relationship between anxiety and English achievement. A quantitative descriptive survey was conducted with 105 students in Samarinda, Indonesia, using the Foreign Language Classroom Anxiety Scale (FLCA) to measure anxiety and final semester scores to assess achievement. Data analysis using SPSS version 25 revealed that students experienced a high level of foreign language anxiety (M = 3.4459), with female students reporting slightly higher anxiety than males. However, the difference was not statistically significant. Correlation analysis showed a weak negative association (r = -.101, p = .306), suggesting that anxiety had little to no impact on achievement. These findings provide insights into foreign language anxiety in EFL contexts, emphasizing the need for targeted interventions to create a more supportive learning environment and enhance language learning experiences.
References
Aguila, K. B., & Harjanto, I. (2016). Foreign language anxiety and its impacts on students’ speaking competency. ANIMA Indonesian Psychological Journal, 32(1), 29–40. https://doi.org/10.24123/aipj.v32i1.582
Ahmadi-Azad, S. (2015). Gender differences in the emotional content of EFL written narratives. Journal of Language Teaching and Research, 6(3), 619. https://doi.org/10.17507/jltr.0603.19
Almesaar, O. (2022). English language anxiety and language achievement among EFL students in Saudi Arabia. Theory and Practice in Language Studies, 12(11), 2253–2262. https://doi.org/10.17507/tpls.1211.04
Alwasilah, C. (2013). Policy on foreign language education in Indonesia. International Journal of Education. 7(1), 1-19. https://doi.org/10.17509/ije.v7i1.5302
Archbell, K. A., & Coplan, R. J. (2022). Too anxious to talk: Social anxiety, academic communication, and students’ experiences in higher education. Journal of emotional and behavioral disorders, 30(4), 273-286. https://doi.org/10.1177/10634266211060079
Arellano, L., Alcubilla, P., & Leguízamo, L. (2023). Ethical considerations in informed consent. In Ethics - Scientific Research, Ethical Issues, Artificial Intelligence and Education. https://doi.org/10.5772/intechopen.1001319
Aslan, E., & Thompson, A. S. (2018). The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. Language Learning Journal, 49(2), 189–202. https://doi.org/10.1080/09571736.2018.1540649
Bai, S. (2023). The predictive effects of foreign language anxiety and boredom on willingness to communicate among Chinese struggling EFL learners. Heliyon, 9(9), e19610. https://doi.org/10.1016/j.heliyon.2023.e19610
Bakhtyari, M. B., & Kassim, H. (2022). English language speaking anxiety among Afghan university students. Journal of Curriculum and Teaching, 11(8), 238. https://doi.org/10.5430/jct.v11n8p238
Bensalem, E., & Thompson, A. S. (2021). Multilingual effects on EFL learning: a comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students. International Journal of Bilingual Education and Bilingualism, 25(7), 2653–2667. https://doi.org/10.1080/13670050.2021.1943306
Bhattarachaiyakorn, S., & Phettakua, S. (2023). English speaking anxiety among northeastern Thai university students. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 384–407
Cakici, D. (2016). The correlation among EFL learners’ test anxiety, foreign language anxiety, and language achievement. English Language Teaching, 9(8), 190–203. https://doi.org/10.5539/elt.v9n8p190
Denies, K., Heyvaert, L., Dockx, J., & Janssen, R. (2022). Mapping and explaining the gender gap in students’ second language proficiency across skills, countries, and languages. Learning and Instruction, 80, 101618. https://doi.org/10.1016/j.learninstruc.2022.101618
Dewaele, J., Botes, E., & Meftah, R. (2023). A three-body problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement. Annual Review of Applied Linguistics, 43, 7–22. https://doi.org/10.1017/s0267190523000016
Dryden, S., Tankosić, A., & Dovchin, S. (2021). Foreign language anxiety and translanguaging as an emotionally safe space: Migrant English as a foreign language learners in Australia. System, 101, 102593. https://doi.org/10.1016/j.system.2021.102593
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5, 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Farhane-Medina, N. Z., Luque, B., Tabernero, C., & Castillo-Mayén, R. (2022). Factors associated with gender and sex differences in anxiety prevalence and comorbidity: A systematic review. Science Progress, 105(4). https://doi.org/10.1177/00368504221135469
Gkonou, C., & Mercer, S. (2017). Understanding emotional and social intelligence among English language teachers. [Discussion paper]. British Council ELT Research Papers.
Hidayat, S. Y. K., Djatmika, D., & Ngadiso, N. (2022). Anxiety no more: The EFL student's voice on the use of FTF VS SCMC toward their speaking anxiety. Voices of English Language Education Society, 6(2), 392–406. https://doi.org/10.29408/veles.v6i2.6290
Hodge, S. R. (2020). Quantitative research. In Routledge Handbook of adapted physical education (pp. 147-162). Routledge.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Hu, X., Zhang, X., & McGeown, S. (2021). Foreign language anxiety and achievement: A study of primary school students learning English in China. Language Teaching Research, 28, 136216882110323. https://doi.org/10.1177/13621688211032332
Jebreil, N., Azizifar, A., & Gowhary, H. (2015). Investigating the effect of anxiety of male and female Iranian EFL learners on their writing performance. Procedia - Social and Behavioral Sciences, 185, 190–196. https://doi.org/10.1016/j.sbspro.2015.03.360
Katemba, C. V. (2013). The anxiety level of Indonesian students and its relationship to academic achievement in English. Journal of Education and Practice, 4(27), 1–10
Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: Delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1–2), 110–126. https://doi.org/10.1080/09658416.2015.1122019
Li, C., Huang, J., & Li, B. (2020). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 102393. https://doi.org/10.1016/j.system.2020.102393
Liu, M., & Wu, B. (2021). Teaching anxiety and foreign language anxiety among Chinese College English teachers. SAGE Open, 11(2). https://doi.org/10.1177/21582440211016556
Lou, N. M., & Noels, K. A. (2020). Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions. Contemporary Educational Psychology, 61, 101847. https://doi.org/10.1016/j.cedpsych.2020.101847
Madzlan, N. A., Seng, G. H., & Kesevan, H. V. (2020). Use of video blogs in alleviating public speaking anxiety among ESL learners. Journal of Education and e-Learning Research, 7(1), 93–99. https://doi.org/10.20448/journal.509.2020.71.93.99
Malik, S., Qin, H., Soomro, M. A., & Oteir, I. (2021). Detecting perceived barriers in FLSA: The socio-psycholinguistic study of EFL university learners. Advances in Language and Literary Studies, 12(1), 34. https://doi.org/10.7575/aiac.alls.v.12n.1.p.34
Myhre, T. S., Dewaele, J., Fiskum, T. A., & Holand, A. M. (2023). Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: A mixed-methods study. Innovation in Language Learning and Teaching, 17(4), 827–844. https://doi.org/10.1080/17501229.2022.2161550
Nurhaeni, N. (2019). Students’ anxiety in language learning. Eduvelop Journal of English Education and Development, 2(2), 81–86. https://doi.org/10.31605/eduvelop.v2i2.260
Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia - Social and Behavioral Sciences, 70, 654–665. https://doi.org/10.1016/j.sbspro.2013.01.106
Pan, C., & Zhang, X. (2021). A longitudinal study of foreign language anxiety and enjoyment. Language Teaching Research, 27(6), 1552–1575. https://doi.org/10.1177/1362168821993341
Putra, A. T., Hasanah, A., & Desvitasari, D. (2023). Correlation between speaking anxiety and speaking achievement of the eighth-grade students. Didascein Journal of English Education, 4(1), 10–17. https://doi.org/10.52333/djoee.v4i1.71
Rahayu, D. I. (2020). The acquisition and learning of EFL in a non-formal English education in Indonesia. Journal of English Education, 5(2), 86–94. https://doi.org/10.31327/jee.v5i2.1312
Rasool, U., Qian, J., & Aslam, M. Z. (2023). An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.947867
Sadoughi, M., & Hejazi, S. Y. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 101060. https://doi.org/10.1016/j.stueduc.2021.101060
Salim, W. I. W., Subramaniam, V., & Termizi, A. A. (2017). Foreign language anxiety (FLA) in the English language classroom. International Journal of Languages Literature and Linguistics, 3(1), 5–12. https://doi.org/10.18178/ijlll.2017.3.1.101
Sinaga, A. G. H., Syahrial, S., & Hati, G. M. (2020). Students’ speaking anxiety in English class. Jadila Journal of Development and Innovation in Language and Literature Education, 1(1), 44–56. https://doi.org/10.52690/jadila.v1i1.13
Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept, and anxiety? Learning and Individual Differences, 22(6), 747–758. https://doi.org/10.1016/j.lindif.2012.05.013
Syahbani, D. M., & Apoko, T. W. (2023). Students learning anxiety and speaking skills in lower secondary school: A correlation study. Journal of Languages and Language Teaching, 11(3), 537–546. https://doi.org/10.33394/jollt.v11i3.8162
Taber, K. S. (2017). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tan, H., & Xie, Z. (2020). Exploring the relationship between foreign language anxiety, gender, years of learning English, and learners’ oral English achievement amongst Chinese college students. English Language and Literature Studies, 10(3), 31. https://doi.org/10.5539/ells.v10n3p31
Tian, T. (2022). A review of the impact of EFL teachers’ affectivity and surgency and learners’ shyness on their language attainment. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.916432
Wahyuddin, W., Korompot, C. A., & Baa, S. (2022). Undergraduate ELT students’ speaking anxiety in the use of e-learning in Indonesia. Klasikal journal of education language teaching and science, 4(2), 387–401. https://doi.org/10.52208/klasikal.v4i2.299
Wang, M., Wang, H., & Shi, Y. (2022). The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1002562
Wu, X., Yang, H., Liu, J., & Liu, Z. (2022). English use anxiety, motivation, self-efficacy, and their predictive effects on Chinese top university students’ English achievements. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.953600
Yeh, H., & Heng, L. (2022). Creating a virtual “third space” in a telecollaborative project to promote English as a Foreign Language (EFL) learners’ language proficiency and intercultural awareness. Interactive Learning Environments, 31(10), 6667–6677. https://doi.org/10.1080/10494820.2022.2043384
Zhou, L., Xi, Y., & Lochtman, K. (2020). The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety. Journal of Multilingual and Multicultural Development, 44(2), 129–143. https://doi.org/10.1080/01434632.2020.1801697
Zulfikar, Z. (2023). Reducing EFL learners’ speaking anxiety through selective error correction and group work. Journal of English Teaching Applied Linguistics and Literatures (JETALL), 6(1), 1. https://doi.org/10.20527/jetall.v6i1.13298
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Aridah Aridah, Dzunie Masruroh, Desy Rusmawaty
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
