Introduction: Anxiety has long been a crucial factor affecting second language acquisition. The present study sought to idenify and evaluate the effective factors of listening anxiety and English language classroom anxiety, which can have influence on students’ English language academic performance. Methods: The sample population included all the female students in the age range of 13 to 18 years old studying in Shokouh language institutes located in Sari, Ghaemshahr, Babol, Babolsar, and Amirkola in the summer trimester of 2016, out of which a sample of 545 language learners was selected through multi-stage random sampling. To collect the data, Foreign Language Classroom Anxiety Scale, Foreign Language Listening Anxiety Scale and Spielberger State-Trait Anxiety Inventory were used and to assess the students’ English academic performance, their final scores was used. Results: Findings indicated the negative and significant correlation between the components of English language class anxiety, listening anxiety and academic performance in the English language lesson (p<0/01). Also step-wise regression showed these variables explained 41% of the changes of academic performance. Given the Betta coefficients, tension and worry over English listening had the highest predictive power for academic performance. Conclusion: Considering the effective factors of tension and worry over listening, fear of negative evaluation, concern about insufficient prior knowledge, lack of self confidence hinder learners' attempts to achieve academic success, training plans and various exercises should be performed to control and decrease important factors of students’ anxiety in English language class and anxiety in listening skill
کلید واژگان :Listening, anxiety, academic performance, adolescents
ارزش ریالی : 300000 ریال
با پرداخت الکترونیک