MOTIVATION AND ANXIETY IN LEARNING ENGLISH

ABSTRACT

Motivation and anxiety are widely recognized as two of the most influential affective factors affecting English language learning. While motivation encourages learners to engage actively in the learning process, anxiety may hinder their participation, confidence, and overall language achievement. Understanding the relationship between these variables is essential for improving English language teaching practices in higher education. This study aims to investigate the relationship between motivation and anxiety among university students learning English as a Foreign Language (EFL). A quantitative research design is employed, and data are collected using standardized questionnaires measuring students' levels of motivation and foreign language anxiety. The collected data are analyzed using descriptive and inferential statistical methods to determine the relationship between the two variables. The findings of this study are expected to contribute to a better understanding of how motivation and anxiety interact in EFL learning and to provide practical implications for teachers in creating supportive learning environments that enhance students' motivation while reducing classroom anxiety.

Keywords: motivation, anxiety, English as a Foreign Language (EFL), foreign language anxiety, university students, language learning, second language acquisition, higher education.

Literature review

Theoretical Background on Motivation

According to Zoltán Dörnyei [5, p.78], motivation is a concept used in the social sciences to describe the psychological basis behind human actions and thoughts, including all the factors that influence how people behave and think.  Motivation is a primary topic in the field of education, especially in language learning. Seven (2020) refers to without a sufficient level of motivation, most students might fail in their attempt and hopes of learning [18, p. 63]. Besides the many individual differences, motivation has long been regarded as one of the most critical factors influencing language learning success [11, p. 434]. As research points out [14, p. 1], motivation influences student’s engagement, persistence, and attitudes towards the learning process, which eventually influence the overall achievement.

Types and Sources of Motivation in EFL

According to the Self-Determination theory [17, p. 6230], there are two general types of motivation; one of the most common classifications is intrinsic and extrinsic motivation. Intrinsic motivation refers to learning because of personal interest, enjoyment, or curiosity about the language and culture [3, p. 58]. In contrast, extrinsic motivation is connected with external rewards such as good grades, career opportunities, or academic success [1, p. 26]. According to the study by Erniyati and Putra [6, p. 227], both intrinsic and extrinsic motivation significantly influence students’ English learning process. Another important distinction is between integrative and instrumental motivation. According to Gardner [7, p. 6], “integrative motivation” occurs when learners want to communicate with language communities or become familiar with their culture, while instrumental motivation, however, focuses on practical goals such as passing examinations, studying abroad, or obtaining better job opportunities. In modern EFL contexts, instrumental motivation is often considered one of the strongest reasons for learning English. In addition, several factors can serve as sources of motivation in EFL classrooms. Teacher support, positive classroom atmosphere, interactive activities, and technology-based learning environments may increase students’ interest and participation. Liu [12, p. 4], states that learners’ enjoyment and positive emotional experiences can improve academic motivation and engagement in EFL learning.

Theoretical Background on Anxiety

Anxiety is considered one of the most influential emotional factors in foreign language learning. In EFL contexts, anxiety usually refers to learners’ feelings of nervousness, fear, or worry during language learning activities, especially speaking tasks [13, p. 268]. According to Jean-Marc Dewaele and Dewaele [4, p. 59], foreign language classroom anxiety is closely related to learners’ emotional experiences in the classroom and may vary depending on the teacher and learning environment. According to Mohammadi et al., [15, p. 637], anxiety in language learning is often caused by fear of making mistakes, lack of confidence, negative evaluation, and communication difficulties. Ma and Cho [8, p. 313], found that classroom atmosphere, teacher behavior, and students’ self-confidence strongly influence anxiety levels among EFL learners. Furthermore, foreign language anxiety is considered a situation-specific psychological factor that directly affects learners’ emotions and classroom participation.

Effects of Anxiety on Language Learning

According to Khan and Zafar [10, p. 199], anxiety might negatively affect language learning performance and academic achievement. Learners with high levels of anxiety often experience difficulties in speaking, listening, and participating in classroom activities. According to Botes, Dewaele, and Greiff [2, p. 42], foreign language classroom anxiety is negatively associated with language achievement, especially speaking performance. Jin et al., [9, p. 5] explain that high anxiety levels can reduce students’ willingness to communicate and participate actively in EFL classrooms. In addition, anxiety may decrease learners’ motivation and make language learning more stressful and less enjoyable [16, p. 1006-1007].

Relationship Between Motivation and Anxiety

Recent research highlights a strong relationship between motivation and anxiety in EFL learning. According to Wu et al. [19, p. 1-2], anxiety is widely regarded as a type of negative emotion, it has been noticed that certain types of people could be more motivated when they face certain degrees of anxiety.  It shows that highly motivated students tend to experience lower levels of anxiety, while anxious learners often demonstrate reduced motivation and classroom participation. According to Dewaele and Dewaele [4, p. 58-59], positive emotions such as enjoyment and motivation are negatively correlated with anxiety in foreign language learning.

Similarly, Liu [12, p. 4] states that motivated learners usually show greater confidence, engagement, and willingness to communicate in English classrooms, which helps reduce anxiety levels. Positive classroom experiences, teacher support, and enjoyable activities can strengthen motivation and minimize learners’ fear of making mistakes.

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