The Relationship Between Language Learning Anxiety and Academic Performance

Abstract. Language learning anxiety has emerged as one of the most significant affective factors influencing second and foreign language acquisition. Numerous studies have demonstrated that anxiety can negatively affect learners’ academic achievement, classroom participation, motivation, and overall language performance. As language learning involves communication, social interaction, and cognitive processing, anxious learners often experience difficulties in expressing themselves and processing linguistic information effectively. At the same time, recent research highlights the importance of self-efficacy as a psychological construct capable of mitigating the negative effects of anxiety. This article examines the relationship between language learning anxiety and academic performance from theoretical and empirical perspectives. Drawing upon foundational and contemporary studies in second language acquisition, the paper explores the nature of foreign language anxiety, its impact on learners’ cognitive processes and academic achievement, and the role of self-efficacy in enhancing language learning success. The discussion demonstrates that while anxiety generally impedes language acquisition, learners with higher self-efficacy beliefs are better equipped to cope with academic challenges and achieve positive learning outcomes. Keywords: language learning anxiety, academic performance, self-efficacy, foreign language acquisition, motivation, language achievement

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