Anxieties as Determinants of ESP Students’ Performance Towards English Language Learning at Ho Chi Minh University of Banking

Bibliographic Data

ID22153550
AuthorsLinh Phuong NGUYEN (0000-0002-8978-4782, Ho Chi Minh University of Banking), Dung Ngoc Phuong Nguyen, Nam Van Tu, Nguyen Tu (0000-0002-2863-8036, Ho Chi Minh University of Banking), Truc Thanh Thi Nguyen, Truc Thanh Nguyen (Ho Chi Minh University of Banking)
Year2025
Volume10
Issue2
Pages267-273
Publication date2025-01-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of English Literature and Social Sciences (JOURNAL)
Journal identifiersISSN: 2456-7620 • E-ISSN: 2456-7620
PublisherAI Publications (PUBLISHER)
DOI10.22161/ijels.102.43
OpenAlexW4409751951
LanguageEN
References cited7

Classroom anxiety has become a huge concern in second and foreign language and foreign language learning and a never-ending research in several of the recent decades. Theoretically, this research is supported with Horwitz, and Cope’s theory of anxiety and Krashen’s Affective Filter Hypothesis in learning foreign language. Statistically, the data were gathered from 149 participants enrolled in the grades of ESP course at Ho Chi Minh University of Banking, and then analyzed by SPSS with using Pearson to highlight the correlation between anxiety and performance. In addition, Multiple regression was also used to identify the most powerful factor in contribution. The findings shown that there was moderately significant negative correlation between anxiety and academic performance at the level of .001. Furthermore, emotional anxiety was the most powerful contribution in performance, this means that if the students get higher anxiety, they will head for the poorer performance in their learning process

English language · Ho chi minh · Linguistics · Mathematics education · Socioeconomics · Sociology · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching

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