Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety

Year 2020, , 312 - 335, 30.08.2020

Özlem Karakış

https://doi.org/10.19126/suje.638945

Abstract

The aim of this study is to determine learner autonomy perceptions and English language course achievement mediated by foreign language learning anxiety. In the study, carried with 472 undergraduate students, utilizing the relational survey model, it was found that students’ foreign language learning anxiety and learner autonomy perceptions were at moderate level; there was a moderate, positive and significant relationship between learner autonomy perceptions and foreign language learning anxiety; there is a statistically insignificant, negative and close relationship between English language course achievement and foreign language learning anxiety and learner autonomy perceptions and this relationship does not predict English language course achievement significantly; therefore, foreign language learning anxiety could not have a meaningful mediation role in the relationship between students’ learner autonomy perceptions and English language course achievements.

Keywords

Foreign language learning anxiety, Learner autonomy perception, English language course achievement, Foreign language education

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