Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety

Understanding how second language proficiency and other key learner characteristics relate to learning anxiety subcomponents can help inform the type quantity of content instructors approach foreign (FL) students with when teaching English. This study seeks understand FL (i.e., TOEIC reading, listening, self-reported), experience, gender influence levels classroom writing anxiety. To accomplish research goals, 245 completed a questionnaire measuring Three hierarchical linear regressions were used test study’s models, structural equation modeling was confirm illustrate observed relationships. Overall, self-reported stronger predictor than actual proficiency. Findings further indicate that listening significantly negatively correlate speaking but not Only reading influenced anxiety; however, this relationship disappeared added model. Further, differences in influences controlling for years experience studying EFL are discussed. Recommendations on instruction assist highly anxious context also