Predicting of English language anxiety based on social learning strategy and language motivational self system in students
الموضوعات :Mahbobe Zaremarzoni 1 , Alireza Homayouni 2 , Rajabali Mohammadzadehedmollaii 3 , Hamed Barjesteh 4
1 - PhD student of educational psychology, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran.
2 - Department of Psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran
3 - Assistant Professor, Department of Psychology Group, Payame Noor University, Tehran, Iran
4 - Department of English Language, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran.
الکلمات المفتاحية: Students, English language anxiety, Social learning strategy, Language motivational self system,
ملخص المقالة :
The aim of this study was to determine the correlation between social learning strategy and language motivational self system with English language anxiety in students. Research methods was descriptive and correlational; 259 high school students were selected to respond to Horwitz et al ELCA scale, Oxford’s LLS Questionnaire, and Taguchi et al’s LMSS questionnaire. Data was analyzed using Pearson’s correlation coefficient and regression analysis. Findings showed that there is a negative and significance correlation between social learning strategy and language motivational self system and English language anxiety at the 0.01 and 0.05 level. Also regression analysis showed language motivational self system can significantly predict English language anxiety, but social learning strategy cannot.
