A Study of the Relationship between Foreign Language Anxiety and Motivation of English Language learners at intermediate level in Pakistan

Abstract

Foreign Language Anxiety (FLA) is the unpleasant emotional response to learning a second language, whereas motivation is the fundamental urge to initiate foreign language study and the subsequent impetus to maintain the learning of language. Motivation and anxiety (though studied separately as well by researchers) have yielded groundbreaking results in this study. The researcher works to find the relationship between anxiety and motivation. The investigation employs a quantitative methodology and questionnaires. In order to accomplish this aim, Foreign Language Classroom Anxiety Scale (FLCAS) and the Language Learning Orientations Scale (LLOS) were administered to 318 participants of intermediate-level from Kohat's public colleges. For analysis, the data were subjected to Exploratory Factor Analysis (EFA), Correlation Analysis (CA), and Regression Analysis (RA) utilizing the Statistical Package for the Social Sciences (SPSS). As per the findings of the study, various forms of FL motivation are substantially associated with subscales of FL anxiety. In other words, students with various English learning motivations experience varying levels and types of anxiety. We discover a strong yet negative association between motivation and anxiety in this study. In addition, the study demonstrates that intrinsic motivation and amotivation have a greater relationship with anxiety and producing apprehension in language learners; therefore, motivating language learners by fostering their intrinsic motivation is likely to reduce their anxiety regarding English language learning. Teachers should utilize approaches that enhance pupils' intrinsic motivation. Anxiety was negatively associated with language accomplishment; consequently, in order to boost students' English language achievement, language tutors and students must take steps for decreasing FL anxiety. Teachers can reduce the anxiety of language learners by instructing them in learning processes, establishing goals that are neither too simple nor too tough, and employing anxiety-reduction approaches.