خلاصة:
Anxiety undoubtedly plays an influential role in the experience of foreign language learning. This affective factor has attracted lots of researchers and has been thesubject pool of scholarly research worldwide. However, research on the effect of demographic variables on foreign language anxiety (FLA) and the effect of FLA onthe learners’ intention to continue their English language education is still limited.Therefore, to bridge this gap, the present study intended to explore the role ofgender and age in EFL learners’ FLA level. In addition, the potential effect oflearners’ FLA in their decision whether to continue their English studies was tested. To this end, a sample of 295 university EFL learners completed FLA questionnaire and a demographic form. The findings showed that there was no significant correlation between the age of the learners and their FLA level. FLA differences with respect to gender did not reach the statistical significance either. However, it was found that FLA could significantly affect the learners’ willingness to continue their English language education. The findings were discussed and implications were made.
ملخص الجهاز:
"Foreign Language Anxiety and the EFL Learners’ Intention to Continue their English Language Learning Nasser Fallah*1 , Roya Movahed 2 1, 2 English Department, University of Zabol *Corresponding author: nfallah84@yahoo.
Nevertheless, research on foreign language anxiety in Iranian EFL context is still limited especially with respect to learners’ intention to continue their studies and also demographic variables (e.
In short, the present study aims at exploring the relationship between foreign language learners (FLL) and EFL learners’ intention to continue their language learning.
001 Discussion As stated before, the purpose of the current study was to investigate the potential differences in EFL learners’ foreign language anxiety with respect to age, gender and their intention to continue their English studies.
Similarly, the results obtained in the work of Bailey, Daley, and Onwuegbuzie (2000) with college students enrolled in French, Spanish and German courses reveal that older students had higher levels of input anxiety, processing anxiety, and output anxiety than did younger students; and also in a multilingual study by Dewaele (2007), younger participants tended to report lower levels of FLA when speaking the second and the third language.
As for the effect of foreign language anxiety on the EFL learners’ intention to continue or not to continue their foreign language education, the findings of the current study are in line with those of Noels, Pelletier, Clément, Vallerand (2000) indicating that FLA could exert negative effect on L2 learners’ intention to continue their L2 studies."