THE INFLUENCE OF ENGLISH LANGUAGE LEARNING ATTITUDE AND LANGUAGE ANXIETY ON ENGLISH ACHIEVEMENT OF EFL STUDENTS
DOI:
https://doi.org/10.31851/mzmh5x38Keywords:
Learning Attitude, Language Anxiety, English Achievement, EFL Students, Vocational Education.Abstract
This study aims to investigate the influence of learning attitudes and language anxiety on students' English language learning achievement, both partially and simultaneously in the context of vocational education. Using a quantitative correlational design, this study involved 60 students selected through a total sampling technique , with data collection through a learning attitude questionnaire, a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, and documentation of academic achievement analyzed using multiple linear regression tests using SPSS version 26. The findings of the study indicate a significant positive effect of learning attitudes on achievement, as well as a significant negative effect of language anxiety on students' academic achievement. Collectively, these two affective variables contribute substantially to the variance in English language achievement, where a positive attitude and good anxiety management are the main predictors of learning success. These results provide important implications for English instructors to create a supportive classroom environment to minimize stress and strengthen students' positive dispositions towards the target language. The novelty of this study lies in the exploration of students' psychological dynamics in a polytechnic environment with high professional orientation pressure, thus providing a new contribution to the development of an emotional stability-based curriculum in English language education.
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