Relationship between EFL Learners’ Perceived Social Self-Efficacy and their Foreign Language Classroom Anxiety

The present study was conducted to investigate the relationship between the perceived social self-efficacy of the students of English and their foreign language classroom anxiety. The required data were gathered through the application of the original versions of two standard questionnaires: Smith and Betz’s (2000) 25-item Scale of Perceived Social Self-Efficacy (SPSSE) and Horwitz, Horwitz and Cope’s (1986) 33-item Foreign Language Classroom Anxiety Scale (FLCAS). A total of 151 participants (including 127 students of English Language and Literature in B.A. level and 24 students of Teaching English as a Foreign Language at M.A. level) took part in the study. Correlational analysis was employed to determine the relationship between perceived social self-efficacy and foreign language classroom anxiety. Pearson Product-Moment correlation analysis results (r = -.164, p < .05) showed that the participants’ perceived social self-efficacy had a reverse relationship with their foreign language classroom anxiety. Further calculations were done for the type and rate of the influence of demographic variables (namely age, gender, academic seniority, and educational level) on students’ PSSE and FLCA. According to the One-Way ANOVA results, no meaningful relationship was observed between age, gender, academic seniority, and educational level of the participants, and their perceived social self-efficacy or foreign language classroom anxiety. Based on the findings of this study, the rate of perceived social self-efficacy (i.e. trust in self in social situations) seems to play a key role in the intensity of foreign language learners’ anxiety and a vital parameter in their full-functioning and efficient learning.