The purpose of this study was to ex amine the impact of anxiety as an affective variable as related to the academic and social learning of middle school English language learners. Data was collected on the levels of anxiety in using the English Language Anxiety Scale. The researcher administered the English Language Anxiety Scale to English language learners at three middle schools in county-wide ESOL program in central Georgia. A t-test was used to determine whether a statistically significant difference existed between the variables of anxiety and its influence on the English Language Anxiety Scale. The Pearson r was used to determine if the degree to which the number of years in the United States was associated with the level of anxiety. The results indicate that the students did not have high mean scores of anxiety as compared between male versus female students and from all three schools that participated in the study. It was determined that in one middle school there were statistically significant results in the data revealing the active group of students self-indicated higher levels of anxiety than the monitored students. An independent sample t-test was conducted to assess if differences existed on English language learners' scores by gender providing evidence that there was no statistical significance among participants' gender. There was no evidence of this effect found in the data results. Additional research and suggestions for promoting multiculturalism in schools, supporting student achievement and reducing anxiety among English language learners was presented for consideration.
|Subjects||Bilingual education; Secondary education; Curriculum development|
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