The Role of Mediation of English Learning Anxiety in the Relationship between Motivational Language Selves Systems and Language Performance

Introduction: Language learning is the product of the complex interaction of internal factors of thinking and cognition, and external factors of emotions and social and cultural interactions. Second language learning anxiety as one of the types of educational anxiety can affect learners' performance. So, the aim of this study was the modeling of English language motivational selves based on language performance with mediating role of English language learning anxiety in high school students. Methods: The present study was a correlational study based on structural equation modeling. The statistical population consisted of third year female high school students in Babol city in the academic year 2017-2018, in which 260 people were selected using cluster random sampling. Data collection tools included Horwitz et al. English language class anxiety questionnaire (1986), Taguchi et al. language motivational selves’ system questionnaire (2009), and the language lesson score of the language performance index. To analyze the data in descriptive statistics, mean and standard deviation were used and at the level of inferential statistics, structural equation modeling was used with 24 SPSS and 23 Amos software. Results: The findings showed that there is a significant relationship between language motivational selves system and English language anxiety with language performance. English anxiety mediates the relationship between language motivational selves’ system and language performance. Also, the research model was approved and in general, 30% of English language performance can be explained by the language motivational selves’ system and English language anxiety [p≥ 0/001]. Conclusion: The results of this study showed that the language motivational selves system can reduce language anxiety and ultimately lead to improved learning status in learners.