The Impact Of English Language Anxiety On Language Learning Motivation Among Madrassa Students

Abstract

The study examines English language anxiety among madrassa students and its predictive relationship with their motivation to learn the English language. The sample includes 240 madrassa students at the secondary level from six madrassas in Lahore. The cluster random sampling method was employed to collect the data. Two standardized instruments were adapted to record the responses of madrassa students as Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Learning Motivation Scale (FLMS). The analysis involved descriptive statistics, correlation, and regression analysis to elaborate the results. Findings revealed that the majority of madrassa students experienced moderate to high levels of language anxiety. Correlation analysis indicated a moderate negative relationship between anxiety and motivation, suggesting that higher anxiety levels were associated with lower motivation to learn English. Regression analysis further confirmed that language anxiety significantly predicts motivation levels. The study highlights that language anxiety is a significant barrier to English language learning among madrassa students. Addressing this anxiety through pedagogical interventions, such as teacher training, communicative teaching approaches, and culturally relevant English instruction, may enhance students’ motivation and engagement.