Abstract:
The present study is an attempt to investigate English learners’ perspective on English Learning Anxiety.
Specifically, it pursues to discover whether there are age and gender differences in Language Learning Anxiety within a classroom environment.
The data were gathered through questionnaires dispensed to Middle School, High School and University students, both males and females.
Considered to be a complex phenomenon and a relevant affective variable, anxiety has been found to be correlated with English-learning achievement.
Educational implications of the study include what students and teachers can do in order to diminish the debilitating effects of anxiety.
