Correlation between Achievement Motivation, Emotional Intelligence and the Foreign Language Classroom Anxiety in French Students of Ferdowsi University of Mashhad

Farsian, Mohammad Reza; Rezaei, Nahid; Panahandeh, Samieh

Correlation between Achievement Motivation, Emotional Intelligence and the Foreign Language Classroom Anxiety in French Students of Ferdowsi University of Mashhad

Authors

Mohammad Reza Farsian ¹

Nahid Rezaei ²

Samieh Panahandeh ³

¹ Assistant Professor of French Language and Literature, Ferdowsi University of Mashhad, Mashhad, Iran

² Ph.D. student in General and Comparative Literature, Sorbonne University, Paris, France

³ Ph.D. student of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

Abstract

Anxiety in foreign language class is one of the variables which has main effect in language learning. Therefore researchers in language teaching are always interested in this factor. This study investigates the relation between achievement motivation, emotional intelligence and foreign language classroom anxiety, in French students of Ferdowsi University of Mashhad and relation of age and gender with these variables. For this purpose, Baron Emotional intelligence questionnaire, Hermans achievement motivation test, foreign language classroom anxiety test and Spielberger's State-Trait Anxiety scale were presented to 87 French students. To analyze research data, T test and Pearson correlation test were used. The results indicate that there is a negative significant correlation between foreign language classroom anxiety and achievement motivation (p= -0/001) in parallel with foreign language classroom anxiety and emotional intelligence (p= -0/007). As a result, it can be claimed that higher emotional intelligence and achievement motivation follow language classroom anxiety decrease.

Keywords

Foreign Language Teaching

Achievement motivation

Emotional intelligence

Anxiety

French class