Query: relationship between language anxiety, motivation and attitude in learning the language

title: Relationship between Anxiety, Attitude and Motivation of Tertiary Students in Learning English as a Second Language
abstract: The aim of this paper is to determine the relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language with regards to discipline, gender and language proficiency. The respondents were 60 first year undergraduates students studying at the Faculty of Education in a local university in Malaysia. The data was collected using a questionnaire (adapted from Gardner and Smythe's AMTB survey) and semi structured interviews. Data obtained were analysed using SPSS software to determine the relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language while the interviews conducted was transcribed and were used to triangulate the findings. The findings from this study indicated that there is a negative but significant relationship in learning English as a second language between the three main variables of discipline, gender and language proficiency among the tertiary students. Findings also revealed that Science major students have slightly higher positive attitude towards learning English than the Non Science students but interestingly, low proficiency students have higher and significant relationship in attitude and motivation than high proficiency students.

title: A meta analysis of the relationships among students' anxiety, motivation and attitudes in learning English as Second Language
abstract: This paper presents a meta analysis on the relationships among students' anxiety, motivation and attitudes in learning English as Second Language in primary, secondary or high schools and in tertiary education. There were past researches based on these three variables in learning second language in Malaysia and overseas but this paper emphasizes a critical analysis in order to give brief understanding by comparing and analysing the findings from 19 different research studies. This paper looks into the relationships among anxiety, motivation and attitudes of students' in learning English as Second language. The findings show that there are strong relationships among these three variables which are anxiety, attitude and motivation in learning English as Second Language. The findings also show that the relationship between motivation and attitude towards learning English as Second language are highly correlated variables and many researches were done on these variables of learning English as Second Language.

title: The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language
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title: The Relationship between Language Learning Anxiety and Language Learning Motivation among Iranian Intermediate EFL Learners
abstract: The present study was an attempt to investigate the degree of anxiety among Iranian intermediate EFL learners and its relation to their motivation. To this end, a total number of 80 EFL learners (35 males and 45 females) were selected through cluster random sampling from two language classes at Islamic Azad University, Sardasht Branch, Hormozgan Province, Iran as the participants in this study. The instruments used to collect the data from the participants were the Foreign Language Learning Anxiety Scale (FLCAS) and Gardner's (1985)  Test Battery (AMTB) The results indicated that the majority of the participants experienced a mid to high level of language learning anxiety. Besides, it was found that the participants with lower levels of the language learning anxiety were more motivated to learn English while those with higher levels of the language learning anxiety were less motivated to learn English. However, there was no significant difference between the anxiety level of male and female participants. Similarly, there was no significant difference between the motivation level of male and female participants in this study. Finally, the findings indicated that there was no significant difference between the male and female participants concerning their language learning anxiety and motivation to learn English, indicating that gender did not play a determining role in these two variables.

title: Does High Anxiety Decrease Motivation for Learning English as a Foreign Language?
abstract: This study investigates the relationship between the level of foreign language anxiety experienced by Saudi female English learners at a Saudi university and the level of their motivation in learning English as a foreign language. The participants were 40 female second year university students. The instruments the researchers used to gather the data were two questionnaires: Horwitz, Horwitz, and Cope's (1986) Foreign Language Classroom Anxiety Scale (FLCAS) and Gardner's (2006)  Test Battery (AMTB) The data were analyzed by calculating the percentages of students' responses to each item. The findings revealed that Saudi female English learners at King Saud University experienced high levels of foreign language anxiety. The findings also revealed that the learners were highly motivated to learn English. This demonstrates that a high level of motivation to learn English does not prevent the occurrence of a significant level of anxiety. That is, motivation can control foreign language anxiety and assist anxious learners in their determination to learn English.

title: Is It Language Learning Anxiety and/or Attitude of University Students That Determines Their Academic Success?
abstract: The psychological factors affecting foreign language learning have long been the one the main interests of researchers. It is because the learners' views, feelings, self confidence, motivation, and so forth have undoubtedly great importance on their language learning processes. The present study examined the effects of foreign language learning anxiety and language learning attitude in predicting academic achievement of pre service freshmen students. Also, the relation between attitude and anxiety was also sought in this study. Participants included 106 freshmen students in a state university in Turkey. Quantitative data were collected by one anxiety scale and one attitude questionnaire, and the qualitative data were collected through a free writing activity to the given questions. The quantitative results showed that there is no significant relationship between students' anxiety and their attitude. It has also been found that their academic achievement is not affected from their anxiety and attitude. Qualitative findings have revealed that although many students have positive attitudes towards learning English they do not want to learn it due to some reasons (learned helplessness, past experiences with English, previous teachers, etc)

title: The Role of Motivation, Attitude, Anxiety and Instrumental Orientation in Influencing Learners' Performance in English as a Second Language in OUM
abstract: The objective of this research is to determine the relationship between the various socio psychological variables like attitude, motivation, anxiety and instrumental orientation on performance in English as a second language. An impact study of each of the variables on learners' performance was also carried out in order to elucidate the variable that is most significant. A survey methodology was used, in which 757 out of the 2016 questionnaires were used. The results indicate that all the four variables were significantly correlated with learners' performance in the English course conducted at Open University Malaysia (OUM) The regression analysis showed that all the variables except for personal motivation exert significant impacts on performance with anxiety having a negative impact while attitude and instrumental orientation having positive impacts. Several implications were discussed and some recommendations were put forth, taking into consideration the open and distance learning environment at OUM.

title: Relationship Between the Socio Education Factors to English Language Learning in Albania High Schools and Pupil's Final Grades in English Course
abstract: This paper aimed to study the relationship between the socioeducative factors from Attitude Motivation Test Battery, (AMTB, Gardner R.C. 2004) for learning English as a foreign language in high schools in Albania and the pupils` achievement, the final grades in English course. The study found that the correlation with Spearman Rho coefficient was significant at p"smaller than".05 and the grades in English course were moderately related with four variables: first, the integrative language role r=.404, p"smaller than"0.001, second, motivation r=.361, p"smaller than"0.001, third, parental support r=.313, p=0.001, and fourth, instrumental language orientation r=.305, p"smaller than"0.001. It was found a smaller correlation value between grades and pupils' attitudes towards the English learning context at the value: r=.164, p"smaller than"0.001. A small negative, but significant correlation was found between pupils` anxiety to learn the language and the grades in English course: r= .130, p"smaller than"0.001.

title: Influence of Motivation Factor and Anxiety in L2 Learning among Engineering Students in Dharmapuri, India
abstract: This study investigates the influence of motivation factors and language anxiety in second language learning among engineering students in Dharmapuri district, Tamil Nadu, India.The main purpose of this study was to examine the relationship between L2 learners' motivation factors and language anxiety.  The researchers had adopted Gardner's Attitude and Motivation Test Battery (AMTB) questionnaire and conducted semi structured interviews. The data were collected from 120 engineering college students and the interview was conducted with twenty respondents. Data were analyzed by using descriptive statistics, Cronbach's Alpha, and Correlation.  The results revealed that motivation factors and language anxiety are positively correlated among Technical L2 learners.  The language instructor could create pleasant and collaborative environment inside the classroom.

title: Affective Domain: The Relationship between Teachers' Affective Factors and EFL Students' Motivation
abstract: When students are motivated to learn, they try harder to understand the material and thereby learn more deeply, resulting in a better ability to transfer what they have learned to new situations. This study aimed at investigating the relationship between teachers' affective factors (motivation, anxiety, attitude, and self confidence) and students' motivation in EFL classrooms. Affective factors in language learning act as a barrier that filtrates the amount of input in learners' brain. Some students have very weak performance on the second language acquisition because they have little or no motivation. Ignoring the relationship between teachers' affective factors and students learning will have negative influence on the teaching and learning process. In order to conduct the study, the quantitative research method was used. In this study, 160 pre intermediate female EFL students were selected randomly as the sample size from four English language institutes in Rafsanjan. The students were asked to answer two questionnaires (teachers' affective factors questionnaire and students' motivation questionnaire).The results revealed that the students' instrumental motivation was more than their integrative motivation and the teachers' integrative motivation was the most important factor in predicating the students' motivation. Additionally, there was no relationship between students' age range and their motivation for learning English.