English Speaking Anxiety beyond Low Achievement : Evidence from Spontaneous Role Play in an English for Survival Course
DOI:
https://doi.org/10.54213/flip.v5i1.1023Keywords:
foreign language anxiety; FLCAS; EFL; English for Survival; academic performanceAbstract
This study aims to analyze the level of English language anxiety of EFL students in the English for Survival course and the relationship between language anxiety and academic performance. The research used a quantitative approach with a correlational design involving 38 students. Data were collected using a modified Foreign Language Classroom Anxiety Scale (FLCAS) and final course grades as indicators of academic performance. Data were analyzed using descriptive statistics and Pearson correlation. The results show that 76.4% of students are in the high to very high anxiety category, with *Test Anxiety* as the most dominant dimension (M = 18.29). The correlation between language anxiety and course grades is negative and weak, but not significant (r = -0.272; p = 0.099). Findings show that students with good academic performance can also experience high language anxiety. Therefore, affective aspects need to receive attention in learning English in higher education.
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