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. پرونده مقاله