Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety

Abstract

This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided.

Does Autonomy Really Matter in Language Learning?

“…In line with this finding, previous research studies (Alrabai, 2017;Dafei, 2007;Ghorbandordinejad & Ahmadabad, 2016;Lowe, 2009;Myartawan et al, 2013;Tilfarlioglu & Ciftci, 2011;Tuo & Xia, 2017;Yen & Liu, 2009) conducted in various countries suggest a positive correlation between these two constructs. In the literature, there is a widespread belief that more autonomy positively influences efficient learning, which facilitates the achievement of higher levels of language proficiency (Dafei, 2007;Ghorbandordinejad & Ahmadabad, 2016). Therefore, it can be concluded that learner autonomy and academic success mutually reinforce each other.…”

“…autonomy and their academic success (Lowe, 2009;Ng, Confessore, & Abdullah, 2012;Yen & Liu, 2009). There are a number of studies that highlight learner autonomy and its relation with the aforementioned constructs; however, there have been limited deliberate attempts to examine the relationship between learner autonomy and language proficiency (Alrabai, 2017;Dafei, 2007;Ghorbandordinejad & Ahmadabad, 2016;Liu, 2012;Myartawan, Latief, & Suharmanto, 2013). In the field of language learning and teaching, students are expected to become more involved in the language learning process.…”

Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

“…Guo and Zhang () showed that for adolescents, emotional autonomy had a significant effect on school achievement. Ghorbandordinejad and Ahmadabad () argued that autonomy helps students take charge of the process of learning and make decisions regarding course management, organization and content. According to the close relationship between autonomy and student achievement, school teachers should focus on developing student ICT autonomy skills.…”

Lise Öğrencilerinin İngilizce Özerklik Algısı, Kaygısı ve Özyeterlik İnancı Arasındaki İlişkinin İncelenmesi

“…Anxiety in foreign language learning is one of the most important factors that impedes language success and prevents language from being used effectively. Lots of studies carried out in the literature revealed that foreign language learning anxiety had a bad and negative effect on students' language learning achievements (Amiri ve Ghonsooly, 2015: Chen ve Chang, 2009Dordinejad ve Ahmadabad, 2014;Horwitz, 2001;Liu, 2006;MacIntyre and Gardner, 1994) and language learning motivations Gardner, Lalonde, Moorcroft ve Evers 1987;Hashimoto, 2002;Liu, 2012;Tahernezhad, Behjat ve Kargar, 2014).…”