Foreign English Language Anxiety and Academic Performance of Students

Abstract

This study was to investigate the impact of foreign English language anxiety on academic performance of undergraduate students at universities, focusing on three specific types of language anxiety: listening anxiety (LA), speaking anxiety (SA), and writing anxiety (WA). The research involved a sample of 60 undergraduate students of two departments, used a questionnaire for survey with five-point Likert scale to measure their levels of anxiety. Findings exposed that both listening and speaking anxieties have a strong impact on students' academic performance, while writing anxiety has a comparatively weaker effect. The study recommended that educators should involve students in discussions to enhance listening skills, incorporate regular writing practice to improve writing skills, and engage students in speaking activities such as plays, workshops, and seminars to release speaking anxiety. Future research should explore culture and demographic factors influencing the relationship between foreign language anxiety and academic performance.