Anxietal Oral Performance: Clarifying the Anxiety-Achievement Relationship

Abstract

Numerous attempts have recently been made to disambiguate the relationship between Language Learning Anxiety (LLA) and Oral Performance (OP). Nevertheless, these attempts have largely been hampered by a number of factors associated with the anxietal phenomenon on the one hand, and the lack of comprehensive scales capturing the whole gamut of anxiety on the other. Utilizing two valid, reliable and practical instruments, i.e. the AQ (Anxiety Questionnaire) and FLOSEM, the present paper draws upon the data to arrive at the Oral Language Skills (OLS) equation of best fit for the associated data thus quantifying the long-needed elucidation of the relationship between LLA and OP. Further pedagogical implications of the study are also discussed.