A Study on the Relationship Between Students’ Anxiety and Achievement in English Language Learning in EFL Classes

The main objective of this study was to examine the relationship between students’ English language learning anxiety and their English language achievement. For this purpose, 197 grade ten students were involved. The students were selected using stratified sampling technique. The instruments used to collect data were questionnaire and achievement. Then, the collected data were analyzed using quantitative methods of data analysis. The study revealed that there was statistically significant negative relationship between students’ English foreign language learning anxiety and their English achievement test result with a correlation coefficient of (r=-.194, p=>0.05). In addition, the participants of the study were found to anxious because of fear of negative evaluation, communication apprehension and test related anxieties. .The study also indicated that female students mean score was less than the mean score of male students when their anxiety levels were measured. But the independent sample t-test indicated that there is no statistically significant difference between male students and female students in their learning anxiety in EFL classrooms. However, a significant mean difference between male and female students was observed on test anxiety with (P<0.05). Therefore, this result is consistent with the findings of Tang (2005). Finally, the researchers recommended that EFL teachers should provide advice for the learners to avoid anxiety in their English language class. Keywords: Anxiety, English foreign language, achievement result, gender, anxiety level DOI: 10.7176/JLLL/86-01 Publication date: February 28th 202

The Perception and Practice of EFL Teachers in Teaching Vocabulary Using Communicative Language Teaching (CLT)

The purpose of this study was to investigate EFL teachers’ perception and practice of using CLT in teaching vocabulary in an Ethiopian secondary school. It focused on identifying the teachers’ perception to vocabulary teaching, to assess how often they teach it using CLT, and identify the challenges they face in teaching vocabulary using CLT. In order to achieve these objectives, descriptive survey design was employed. The participants of the study were 10 EFL teachers selected using comprehensive sampling. As data gathering instruments, questionnaire, observation, and interview were used. Descriptive statistics techniques - frequency, percentage and mean- were applied for data analysis. The interview data was also analyzed using themes. The results indicated that EFL teachers have positive perception to teach vocabulary using CLT although their actual classroom practice does not match with their perceptions. They did not use the techniques regularly to present the vocabulary lessons. Moreover, the major problems identified as obstacles in the teaching and learning process were large class size, lack of interest of students and poor quality of the textbook. The issue of teaching vocabulary using CLT remained impractical. Thus, stakeholders have to work hard to reverse the situation of language teaching in these schools. Keywords—CLT, perception, practice, vocabulary, EFL teaching DOI: 10.7176/JLLL/68-01 Publication date:May 31st 202