Foreign language anxiety and achievement: A study of primary school students learning English in China

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students relationship between FL achievement. Changes in across groups three years were also examined. A total 631 (324 male, 307 female) aged 9–11 completed Foreign Language Classroom Anxiety Scale (FLCAS) that measured students’ anxiety. Our participants’ achievements as by low-stakes regular assessments high-stakes formal examinations collected. On average, reported levels comparable those adults observed previous studies. Factor analysis on FLCAS generated four components anxiety: communication apprehension, fear negative evaluation, test attitude towards classroom. Correlation analyses showed was inversely correlated with their achievements. correlation stronger for higher stakes compared lower stakes. Finally, strengthened a function instructional level. Results are discussed relation research. Implications education considered.