Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching

This study aims to explore the relationship between anxiety, motivation, and achievement among EFL learners at the university level. Specifically, it investigates the relationships between learning English and motivation variables, attitude, anxiety, age, and gender. A total of 120 Iranian EFL learners participated in the study, answering two valid and reliable questionnaires: The Foreign Language Learning Anxiety Scale (FLCAS) and the Attitude/Motivation Test Battery (AMTB). The analysis was conducted using SPSS software 23, employing descriptive statistics, Pearson correlation, and MANOVA. The findings of this study suggest that learners experience higher anxiety when they have more foreign language classes, take language tests, are unprepared for the language class, and struggle to understand the teacher’s corrections or speech in the foreign language. The study also found a significant negative correlation between EFL learners’ levels of anxiety and motivation. Interestingly, age and gender did not significantly influence their level of foreign language learning anxiety, attitudes, or motivation. The results also showed a high negative correlation between EFL learners’ level of anxiety and achievement. The study’s findings have significant pedagogical implications for EFL teachers, learners, curriculum developers, and syllabus designers.