English Language Classroom Anxiety Performance On Classroom Tasks And In Tests A Study Of Some Ethiopian Civil Service College First Year Students

The purpose of this study was to look into the strength and direction of associationrnbetween the degrees of English language classroom anxiety Ethiopian Civil ServicernCollege first year students experience in the classroom and their performances in a midsemesterrntest and on speaking and writing tasks. The subjects were one hundred ECS(rnfirst year students selected randomly from four sections. Horwitz, Horwtitz, andrnCope's [1986] FLCAS was administered to obtain inforination regarding the degrees ofrnanxiety students experience. Data was analyzed using Pearson Correlation Coefficientrnand Coefficient of Determination. Furthermore, the language performances of highandrnlow-anxious groups were compared.rnThe results indicated that learners' anxiety scores were negatively and significantlyrnassociated with their language performances. These results imply the deleterious effectsrnof anxiety and the tendency of low-anxious students to perform relatively better thanrnhigh-anxious learners. Hence, high and low achievers may, to some extent, berndistinguished by the levels of language anxiety learners experience in the classroom.

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