Assessing the Relationship Between Motivation and Foreign Language Anxiety: The Role of Variance

Abstract

The interaction between motivation and foreign language anxiety exhibits a complex nature in shaping learning experiences. The current study explores the varying levels of motivation and foreign language anxiety experienced by the learners and identifies whether a significant correlation exists between the two variables. Two contrasting hypotheses were developed in this study. The first hypothesis is that with higher anxiety levels, learners’ motivation levels diminish. The second hypothesis is for, a positive correlation between learners’ motivation levels and anxiety; thus, where higher motivation levels are associated with higher anxiety levels. A cross-validation method was adopted to address these hypotheses. The University Achievement Bridge Program at the American University of Sharjah serves as the chosen context for this study. The study employed two adapted questionnaires, the Motivation Questionnaire by Gardner in 2004, and the Foreign Language Anxiety Scale by Horwitz et al. in 1986. Both questionnaires used a 6-point Likert scale to measure the levels of motivation and anxiety in the context of language learning. A total of 50 participants were initially included; however, the study ultimately included 33 participants because of common issues of withdrawals and incomplete surveys. Participants were randomly categorized into two groups, and each group received the questionnaires in a distinct sequence of elements. Correlation was measured between motivation and anxiety within each group. Results demonstrated a positive correlation between motivation and anxiety, initially indicating higher motivation levels are associated with increased anxiety levels, affirming their interdependence. Participant evaluation mostly centered around responses 3 and 4, reinforcing the importance of considering the role of variance in correlation analysis and understanding the intricate link between the two variables.