The Impact of English Anxiety and Learning Motivation on

English Achievement

Xinmiao Zhang

School of Foreign Languages, Hangzhou Normal University, Hangzhou, 310000, China

Keywords: English Anxiety, Learning Motivation, Academic Performance.

Abstract: In the context of globalization, English, as one of the most widely used languages in the world, plays a

significant role in international communication, business, education, science and technology, and other fields.

This study focuses on the influence of English anxiety and learning motivation on English achievement.

Through the integration and analysis of existing research results, the literature research method is used to sort

out relevant theories and empirical research. The results show that English anxiety is more negatively related

to performance, and learning motivation plays a positive role in promoting performance. High anxiety can

weaken the positive effect of motivation on performance, while strong motivation can alleviate the negative

effect of anxiety. Based on this conclusion, educators should create a good classroom atmosphere and

stimulate students' learning interest, and learners should adjust their mentality and enhance their learning

motivation. At the same time, it is pointed out that research on special groups and longitudinal studies can be

carried out in the future to provide a theoretical basis for the improvement of English teaching.

1 INTRODUCTION

In the education systems of numerous countries,

English is a mandatory subject. Academically, it

serves as a crucial bridge for international scholarly

exchanges. In today's globalized academic

environment, many cutting-edge research findings

across various disciplines are published in English,

and numerous international research conferences are

conducted in this language. From an employment

perspective, job seekers proficient in English can

access more opportunities in multinational

corporations and foreign trade enterprises, thereby

enhancing their competitiveness in the job market.

Consequently, English is an indispensable tool for

international communication, and mastering it is of

paramount importance.

The process of learning English is influenced by

multiple factors, among which the psychological state

of individual learners—particularly English anxiety

and learning motivation—has garnered significant

attention within the educational community. Foreign

language anxiety is not merely a simple emotional

response but involves learners' self-perception, belief

systems, and other aspects, forming a complex

structure closely intertwined with classroom

language learning (Horwitz, 2001). Moreover,

learning motivation plays a central role in second

language acquisition, serving as a key determinant of

learning efficiency and the fundamental driving force

that initiates and sustains long-term language learning

(Gardner, 1985). Currently, most scholars have

investigated the current status of English anxiety and

learning motivation, focusing primarily on the

correlation between English anxiety and English

scores, as well as learning motivation and English

scores. However, there is limited literature exploring

the relationship between English anxiety, learning

motivation, and English learning achievement. This

review aims to integrate and analyze existing research

findings to examine the influence of English anxiety

and learning motivation on English achievement. It

will explore both the independent mechanisms of

action and their interactive relationship, elucidating

how these factors collectively impact English

achievement. The objective is to provide more

targeted and effective guidance for English teaching

practices, thereby enhancing learners' English

proficiency and promoting the development of

English education.

506

Zhang, X.

The Impact of English Anxiety and Learning Motivation on English Achievement.

DOI: 10.5220/0014001600004912

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 506-513

ISBN: 978-989-758-779-5

2 KEY CONCEPTS

2.1 Foreign Language Anxiety

The concept of foreign language anxiety (FLA) was

proposed by Horwitz, Horwitz and Cope (Horwitz et

al, 1986). It stems from the sense of risk and problem

that learners experience when they attempt to

communicate in an immature second language, as

their communication efforts are evaluated against

uncertain or unknown linguistic and sociocultural

standards, thereby challenging their self-concept as

competent communicators and leading to emotions

such as silence, heightened self-awareness, fear, and

even panic (Horwitz, 2001). It is not merely an

emotional state but also involves self-perception,

beliefs, and other aspects, constituting a unique

complex related to classroom language learning.

Individual ability, the types of English activities

participated in, and cultural differences all contribute

to FLA. Students need to constantly engage in

listening, speaking, reading, and writing activities in

a foreign language that they have not yet mastered

proficiently in the classroom, worrying about making

mistakes and being evaluated, and their classroom

performance is continuously monitored, all of which

increase anxiety. Moreover, when learning a foreign

language, an individual's communication attempts are

evaluated against uncertain linguistic and

sociocultural standards, which contrast sharply with

the ease of understanding and being understood in the

native language environment, making learners

become silent, self-aware, and even experience fear

or panic (Horwitz et al, 1986).

FLA can affect students' classroom performance

and language belief. Anxious students may

experience "freezing" in the classroom, such as

blanking out when asked questions by the teacher and

being unable to answer; they may be more nervous in

oral activities (such as role-playing) than in their

native language environment; they may forget

knowledge during tests, make careless mistakes, and

the number of mistakes may increase due to anxiety;

they may overstudy or avoid studying, such as

skipping classes, delaying homework, choosing to sit

at the back of the classroom; they may also have

problems such as inattention and forgetfulness,

accompanied by physical symptoms such as tension,

trembling, sweating, palpitations, and sleep disorders.

Some students hold unreasonable beliefs, such as

believing that they must speak a foreign language

perfectly before opening their mouths, and not

guessing the meaning of new words, which

contradicts the need to communicate before fluency

is achieved in actual learning, thereby exacerbating

anxiety (Horwitz, 2001). Horwitz, Horwitz and

Copealso developed the Foreign Language

Classroom Anxiety Scale (FLCAS) to measure this

anxiety, showing a moderate negative correlation

between anxiety and performance (Horwitz et al,

1986). Previous research on FLA can roughly be

divided into three stages: the first is the confounded

research approach, which mainly refers to the early

period when FLA was mixed with other types of

anxiety; the second is the specialized research

approach, which defines FLA as anxiety in a specific

context, that is, anxiety unique to language learning

and use situations; the third is the dynamic research

approach, a relatively new trend that focuses on

considering FLA within the context of numerous

potential learner, situational, or other factors that may

influence language learning (MacIntyre, 2017).

2.2 Learning Motivation

The motivation for learning a second language is

usually defined as a combination of effort, the desire

to achieve language learning goals, and a positive

attitude towards learning the language (Brown,

1988). Motivation is a key factor in the efficiency of

second language learning, a prerequisite for initiating

second language learning, and a driving force for

maintaining long-term language learning goals. It

determines the degree of student participation in

second language learning, their persistence, and is

crucial to the success of second language learning

(Shirvan & Alamer, 2022). Learning motivation is

classified into intrinsic motivation and extrinsic

motivation based on its source. Intrinsic motivation is

the natural desire for learning that arises within an

individual, stemming from their curiosity and thirst

for knowledge about the learning content itself. The

learning activity itself can stimulate and sustain this

motivation without relying on external stimuli.

Students with intrinsic motivation typically have

good self-directed learning abilities, can drive their

own learning without external supervision or

coercion, and are passionate about the learning

content, which can be maintained for a long time.

Their learning behavior is continuous. Such students

focus on the process of knowledge acquisition and

enjoy the pleasure of exploring and understanding

knowledge. The satisfaction of learning comes from

the mastery and understanding of knowledge. When

the learning content meets the individual's

psychological needs, such as self-actualization and

cognitive development needs, intrinsic motivation

The Impact of English Anxiety and Learning Motivation on English Achievement

507

can be maintained and enhanced. In addition, the

pursuit of new knowledge is also an important driving

force for intrinsic motivation, prompting individuals

to actively participate in learning activities. Extrinsic

motivation is the learning drive triggered by external

environmental factors, which is not entirely

consistent with the learner's internal needs. It is a

response to external rewards or the avoidance of

punishment. Students' learning behaviors are mainly

aimed at obtaining external recognition or avoiding

negative consequences, such as good grades, praise,

rewards, or avoiding criticism and punishment. Such

students focus on the results of learning rather than

the process, viewing learning as a means to achieve

external goals (such as gaining others' appreciation or

meeting others' expectations) rather than pursuing

knowledge itself. Once external rewards or pressure

disappear, the learning motivation may weaken

because the maintenance of learning behavior

depends on the existence of external conditions.

Common types of extrinsic motivation include

appreciation motivation and avoidance of punishment

motivation. Appreciation motivation refers to the fact

that many students strive to learn in order to gain the

appreciation and recognition of parents, teachers, or

classmates. They regard others' praise as an important

source of learning motivation and strive to win others'

praise by achieving good grades or performing well

in class. Avoidance of punishment motivation refers

to the fact that some students strive to learn in order

to avoid punishment for poor learning performance.

Punishment includes teachers' criticism, parents'

scolding, and classmates' ridicule (Zou, 2023).

3 THE IMPACT OF ENGLISH

ANXIETY ON ACADEMIC

PERFORMANCE

Yang selected 230 ninth-grade students from three

junior high schools in Xingqing District, Yinchuan

City as the research subjects and distributed 230

questionnaires, of which 221 were valid (Yang &

Zhang, 2017). The study used the Foreign Language

Classroom Anxiety Scale by Horwitz, revised by

Wang Cai Kang (Wang, 2003) in 2003, to measure

the level of English anxiety. The scale consists of 33

items, divided into four dimensions: worry, tension,

communication anxiety, and classroom questioning

anxiety. It uses a 5-point Likert scale, where 1

indicates "strongly disagree" and 5 indicates

"strongly agree". The higher the score, the higher the

anxiety level of the subjects. Items 11, 18, 24, and 28

are reverse scored. The Cronbach's α coefficient of

the scale is 0.890, indicating good reliability.

Through the correlation analysis between junior high

school students' English anxiety and their English

scores, it was found that there is a significant negative

correlation between these two variables. Specifically,

English academic achievement exhibits a significant

negative correlation with overall English anxiety, as

well as with specific dimensions such as general

anxiety, communication anxiety, and classroom

questioning anxiety. This indicates that higher levels

of English learning anxiety are likely to have an

adverse effect on academic performance.

Furthermore, this study categorized students into

three groups—high, medium, and low anxiety—

based on their scores from the English anxiety scale.

One-way ANOVA and LSD tests were conducted,

using English academic achievement as the

dependent variable and English anxiety level as the

independent variable. The results revealed that

students in the low anxiety group achieved

significantly higher English scores compared to those

in the high anxiety group. These findings further

substantiate the detrimental impact of high levels of

English anxiety on academic performance. The

limitations of this study include the selection of

samples only from three junior high schools in

Xingqing District, Yinchuan City, which is relatively

small in scope and limited to a specific area, possibly

affecting the generalizability and representativeness

of the research results. Additionally, the study only

used the English scores of the high school entrance

examination as the measure of English academic

performance, which may not be comprehensive

enough to fully reflect students' comprehensive

English learning abilities and actual levels.

Li selected students from two junior high schools

in Tiexi District, Shenyang City as the research

subjects, covering different grades from grade 7 to

grade 9, and clearly provided the specific numbers of

male and female students (159 males and 116

females) (Li, 2016). The Foreign Language

Classroom Anxiety Scale was used to measure

English classroom anxiety, and the most recent

English test scores of the students were used as the

measure of English academic performance. The

results show that English classroom anxiety is

negatively correlated with English academic

achievement. In addition, the study also found that

there is a close relationship between English self-

concept, English anxiety and English learning

performance. Self-concept refers to a person's self-

perception, which is formed from the experience of

IESD 2025 - International Conference on Innovative Education and Social Development

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one's surroundings and the understanding and

judgment of the experience (Wang, 2004). Academic

self-concept is learners' perception and evaluation of

their own academic aspects, which affects students'

choice of learning behavior and ultimately affects

their academic performance. It is found that the

average values of female students in the overall

English self-concept and most sub-items are higher

than that of male students, and the differences are

significant in some items. In the three grades, except

that the mean value of English grammar self-concept

increases year by year, more English self-concept

items decrease year by year. Students with high

English self-concept have positive self-evaluation,

strong learning motivation, weak anxiety and better

performance. On the contrary, negative evaluation

can easily cause anxiety, weaken learning motivation

and affect performance.

Feng selected third-year English major students

from Zhejiang Normal University as the research

subjects (Feng, 2004). She used a self-designed

"English Communication Anxiety Questionnaire for

Undergraduate English Majors" to measure English

communication anxiety, covering listening, speaking

and reading skills, with a total of 27 questions. Data

was obtained through self-assessment by the students,

and anxiety values were calculated to measure the

degree of communication anxiety. The National

English Proficiency Test for English Majors (Level 4)

scores of the students were used as the evaluation

index for English performance, including sub-scores

such as writing, grammar and vocabulary, reading,

dictation, listening and cloze test, which could

comprehensively reflect the students' overall English

proficiency. The study found that the influence of

different types of communication anxiety on English

performance was complex and not a simple linear

relationship. Moreover, moderate communication

anxiety can promote English learning performance.

This conclusion differs from the previous two studies

and expands the understanding of the relationship

between English anxiety and academic performance

from the specific dimensions of communication

anxiety. Although anxiety is generally thought to

negatively affect academic performance, the

relationship between variables can change in specific

contexts. Future research needs to further study the

specific mechanism of its influence.

All three studies found that there is a certain

correlation between English anxiety and academic

performance, and anxiety has an impact on academic

performance. What is more, there are other factors at

play between English anxiety and academic

performance, and the influencing mechanism

between the two is complex. The third study also

found that anxiety manifestations may have a

promoting effect on performance under specific

conditions. Therefore, how to control the negative

effects of anxiety and play its positive role in specific

situations is the research direction that future

researchers can pay attention to.

4 THE IMPACT OF LEARNING

MOTIVATION ON ACADEMIC

PERFORMANCE

Taking students from a junior high school in

Changchun as subjects, Wang conducted an in-depth

investigation into gender differences in English

learning motivation and their relationship with

academic achievement through structured

questionnaires and semi-structured interviews

(Wang, 2022). The study involved 400 students from

a single junior high school in Changchun City,

yielding a valid sample of 388 participants (197 males

and 191 females), spanning six classes across three

grades. Age differences were considered during the

sampling process. All students are native Chinese

speakers for whom English is a compulsory course,

with limited exposure to native English speakers or

English-speaking cultures outside of class. The

questionnaire adapted Gardner's Attitude/Motivation

Test Battery (AMTB), consisting of 10 items rated on

a five-point Likert scale to measure integrative and

instrumental motivation. Instrumental motivation

refers to learners' desire to acquire a new language as

a means to achieve practical goals (Brown, 1994).

Integrative motivation involves learning a language

to integrate into the target language community,

characterized by positive attitudes towards the target

language group, its people, and culture (Ellis, 1997).

This section achieved a Cronbach's α reliability

coefficient of 0.8643. In addition, the questionnaire

also utilized Gardner's (Gardner, 1985) Motivation

Intensity Scale, a 20-item scale written in Chinese,

requiring students to select statements reflecting their

actual learning behaviors to gauge motivation

intensity. Higher scores indicated greater effort

invested in learning. Additionally, Wang conducted

face-to-face interviews with 18 students (three males

and three females from each grade) lasting 3-5

minutes (Wang, 2022). Interview questions covered

attitudes toward English, study efforts, and

perceptions of English proficiency or performance.

Responses were recorded and transcribed for

analysis. Mid-term English test results from the 2020-

The Impact of English Anxiety and Learning Motivation on English Achievement

509

2021 academic year served as the measurement index

for academic achievement, with gender as the

independent variable and mid-term English test

scores as the dependent variable. An independent

samples t-test was employed to analyze performance

differences and multivariate Pearson relationship was

used for analysis. Findings revealed that boys'

integrative motivation significantly positively

correlated with English achievement, while the

correlation between instrumental motivation and

achievement was weak. Girls' integrative motivation

positively correlated with their grades, but

instrumental motivation negatively correlated with

their grades. This suggests that integrative motivation

positively impacts student achievement, whereas

instrumental motivation has differential effects on

boys' and girls' achievement. In terms of motivation

intensity, there was a significant positive correlation

between boys' motivation intensity and their English

scores. Interviews also indicated that boys' scores

correlated with after-school learning time for several

boys said that the reason for their poor English scores

was that they spent too much time on non-English

subjects after class. For girls, motivation intensity

positively correlated with their grades, and their

English grades were directly proportional to their

after-class efforts, although some experienced exam

anxiety. These results indicate that motivation

intensity positively affects both male and female

students' achievement, but its influence on boys'

achievement is more pronounced than on girls'.

However, this study's sample was limited to one

middle school, potentially affecting generalizability.

Future research should include multiple schools to

enhance persuasiveness. Additionally, using mid-

term test scores alone to measure language ability and

the absence of oral tests limit the comprehensiveness

of the findings. Moreover, motivation is influenced

by various factors such as personal background,

emotional factors, and attitudes, which need further

exploration in future studies.

There are many different ways to divide learning

motivation. Zhu examined 355 sophomore students at

a middle school in Zhangzhou City, including 175

males and 180 females (Zhu, 2023). Sophomores

were chosen because they have adapted to high

school learning, possess a certain understanding of

their own motivation and involvement in English

learning, and exhibit relatively stable motivation and

learning engagement levels. The study used Bao's

high school students' learning motivation

questionnaire, divided into five dimensions: learning

value, effort level, external need, learning situation,

and intrinsic interest (Bao, 2005). Each dimension

was scored on a five-point Likert scale, with higher

scores indicating stronger motivation. English scores

were obtained from the school's integrated

educational administration system, averaging

October's second monthly examination and

November's mid-term examination scores. Results

showed a significant positive correlation between

English learning motivation and English scores, with

all five sub-dimensions significantly positively

correlated with English scores. Learning situation

motivation had the highest positive correlation, while

intrinsic interest motivation had the lowest. For high

school students, the learning environment is

extremely important. For example, in a learning

situation where teachers and classmates communicate

in English in teaching and daily life, students are

more willing to join the team of daily English

communication, which will naturally increase their

interest and motivation in learning English.

Gao investigated undergraduate students from 53

majors at a university in Guangdong, selecting one

class per major and grade (totaling 285 classes,

including specialized classes), with a total of 6648

students participating (Gao, 2020). After data

collection, the valid sample comprised 6600

participants (4211 males and 2389 females). A self-

designed learning motivation questionnaire included

five dimensions: autonomous need, goal pursuit,

social orientation, effectiveness expectation, and

factor induction, totaling 30 items scored on a four-

point Likert scale. Final examination scores were

used as the record content, obtained from the school's

comprehensive educational administration

management system. The average score of the class

with the lowest average score is taken as the

benchmark value, and the average score of other

classes is subtracted from the benchmark value to

obtain the adjusted value of each class; The

adjustment value is used to adjust the grades of each

student, so that individual academic results are

comparable. Findings indicated that contemporary

college students' learning motivation positively

impacted academic performance, but it was not the

sole determinant. Other intellectual and non-

intellectual factors also influenced academic

outcomes.

Wang, Zhu, and Gao explored the relationship

between learning motivation and academic

achievement among junior high school, senior high

school, and college students, respectively (Wang,

2022, Zhu, 2023, Gao, 2020). These studies share

limitations of single-sample bias and incomplete

performance measurement. Future research should

improve methodologies, expand sample sizes, and

IESD 2025 - International Conference on Innovative Education and Social Development

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integrate various factors to deeply explore the

complex relationship between learning motivation

and academic achievement, providing targeted

guidance for teaching at different educational stages.

Middle school studies could add oral tests, high

school studies could optimize samples and explore

causal relationships, and college studies could

analyze other influencing factors and mechanisms.

5 DISCUSSION AND

SUGGESTION

5.1 Overall Conclusions of Current

Research

Previous research has demonstrated that both English

anxiety and learning motivation significantly

influence English achievement, albeit through

complex mechanisms. English anxiety is typically

negatively correlated with English performance. As

anxiety increases, students may experience

phenomena such as "mental blanking" in class, make

more mistakes during exams, and develop negative

learning attitudes, all of which can impede

performance improvement. Conversely, learning

motivation serves as a proactive driving force for

English learning. Intrinsic motivation encourages

students to focus on the process of knowledge

acquisition, fostering a spontaneous desire to explore

and understand knowledge while maintaining long-

term enthusiasm for learning. Extrinsic motivation,

such as seeking praise or avoiding punishment, can

also motivate students to engage in learning to some

extent.

More importantly, there is a complex interplay

between English anxiety and learning motivation.

High levels of anxiety can diminish the positive

impact of learning motivation on English

performance. When students experience excessive

anxiety, they may lose confidence and interest in

English learning, thereby weakening the motivational

drive. For instance, initially highly motivated

students may suffer from performance decline due to

excessive anxiety during test preparation. On the

other hand, strong learning motivation can sometimes

mitigate the adverse effects of anxiety. Students with

clear and firm learning goals, robust motivation, and

self-confidence may exhibit greater resilience in the

face of anxiety, adjusting their learning strategies and

actively seeking solutions to challenges.

5.2 Suggestions Based on the

Conclusions

5.2.1 For Educators

Educators should create a relaxed and positive

learning atmosphere to help students reduce English

anxiety. In classroom teaching, various classroom

activities can be set up, and various teaching methods

such as group cooperation and game teaching can be

used to increase the interest and interaction of English

learning. When organizing group discussions,

teachers encourage students to express their views

freely in English to enhance their confidence in

communication. At the same time, teachers should

give more positive feedback to students after

answering questions in English and reduce criticism

for mistakes. Educators should focus on stimulating

and cultivating students' learning motivation.

Teachers can understand students' interests and needs

through communication, and design matching

teaching activities. For example, for students who are

interested in English movies, teachers can organize

relevant movie-watching and discussion activities to

stimulate their intrinsic motivation. In addition,

educators should also carry out class meetings on

learning anxiety, guide students to correctly

understand and cope with English learning anxiety,

and help them establish a rational learning attitude

and firm confidence in learning beliefs.

5.2.2 For Learners

Learners should actively adjust their mentality and

strive to overcome English anxiety. They can take

part in some sports after studying to increase the level

of endorphins in their bodies; Daily positive self-talk,

such as "I can do it"; Deep breathing training before

the exam activates the parasympathetic nervous

system and reduces the body's physiological stress

response. At the same time, learners should strive to

enhance their learning motivation, clear learning

goals, and constantly explore their own interest in

English learning. They can set short-term and long-

term goals for yourself and make corresponding

learning plans. Combine your extracurricular

interests with your English studies.

5.3 Future Research Directions

Future research could focus on special education

groups, such as students with learning disabilities or

students from ethnic minority areas with limited

English learning resources. Exploring the influence of

The Impact of English Anxiety and Learning Motivation on English Achievement

511

English anxiety and learning motivation on their

English scores and the unique characteristics of their

psychological factors can provide more targeted

educational support and help. Longitudinal follow-up

studies could also be carried out in the future. By

tracking the changes of English anxiety and

motivation in the whole learning process, educators

can better understand their dynamic effects on

English achievement at different stages and provide a

basis for the choice of educational intervention

timing. In addition, future studies can further explore

the influence of cultural differences, teaching

methods and other factors on the relationship between

English anxiety, learning motivation and English

achievement, and continue to expand and deepen the

research in this field.

6 CONCLUSION

This study integrated and analyzed the influence of

English anxiety and learning motivation on English

achievement, explored both their individual

mechanism of action and their interactive

relationship, and how this relationship would affect

English achievement together. Studies have shown

that English anxiety is often negatively correlated

with English performance. On the contrary, learning

motivation plays an active role in English learning.

Intrinsic motivation encourages students to focus on

the process of knowledge acquisition, spontaneously

produces a strong desire to explore and understand

knowledge and maintain long-term enthusiasm;

Although extrinsic motivation stems from external

factors such as seeking praise or avoiding

punishment, it can also motivate students to engage

in learning to a certain extent. In addition, there is a

complex interaction between English anxiety and

learning motivation. High anxiety may weaken the

positive influence of learning motivation on English

performance, while strong learning motivation can

alleviate the negative effect of anxiety to a certain

extent. Based on the research results, relevant

suggestions are put forward for teachers and students.

Finally, the future research direction is pointed out. In

the future, the society can pay attention to special

education groups and carry out longitudinal follow-

up research, so as to provide more targeted

educational support and a more solid theoretical basis

for improving English teaching.

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