The Impact of Foreign Language Classroom Anxiety on Iranian EFL Learners' Exam Performance

In educational contexts, anxiety has emerged as a major issue in shaping learners' performance, development, and success. The current study examined the impact of Foreign Language Classroom Anxiety (FLCA) on the final exam performance of Iranian English as a Foreign Language (EFL) learners. One hundred ninety-one English learners participated in this study. All the participants were male and had an intermediate proficiency level. They were administered Horwitz's Foreign Language Classroom Anxiety Scale (FLCAS) and the final exam in ۹th grade. The results of one-way Analysis of Variance (ANOVA) showed a meaningful inverse effect. It negatively affected the learners' exam performance. It was concluded that emotional considerations are central to learners' academic development and can provide them with an appropriate educational environment. The findings of this study are practical for all stakeholders involved in language pedagogy.

کلیدواژه ها:

EFL learners ، Exam performance ، Foreign language classroom anxiety