Investigating the components of English Listening Learning anxiety and English Language Classroom Anxiety in Predicting Adolescents Students’ English language Academic Performance

Introduction: The present research aimed to investigate the components of listening anxiety & English language classroom anxiety in predicting students’ English language academic performance.Methods: Considering the objective, the statistical population included all the female students in the age range of 13 to 18 years old studying in Shokouh language institutes located in Sari, Ghaemshahr, Babol, Babolsar, and Amirkola in the summer trimester of 2016, out of which a sample of 545 language learners was selected through multi-stage random sampling. To collect the data, Foreign Language Classroom Anxiety Scale, Foreign Language Listening Anxiety Scale and Spielberger State-Trait Anxiety Inventory were used and  to assess the  students’ English academic performance , their final scores was used.Results: Pearson correlation and stepwise regression analysis were employed to analyze the data subsequent to the administration of the research questionnaires. Research findings indicated the correlation between the components of English language class anxiety, listening anxiety and academic performance in the English language lesson. Based on the results of step-wise regression analysis,these variables explained 41 percent of the changes of academic performance in the language lesson. Given the Betta coefficients, Tension and worry over English Listening had the highest predictive power for academic performance.Conclusion: The practical implications of the present research indicate that necessary plans should be employed to control and decrease the effective factors of students’ anxiety  in English language class and anxiety in listening skill.