The examination of high school students' foreign language anxiety in terms of different variables

In this study, It is aimed to predict the foreign language anxiety of high school students. With this purpose, It is targeted to determine to what extent foreign language learning motivation, interest in foreign languages, self-efficacy, shyness, fear of negative evaluation and foreign language achievement predict foreign language anxiety directly and indirectly. The sample of this study consisted of 570 students, 307 females and 263 males, who were selected by purposeful sampling from three Anatolian High School in Kırşehir in the academic year of 2014/2015. Data was gathered by using Foreign Language Classroom Anxiety Scale's revision developed by Aydın (1999), Self- Efficacy Scale for English developed by Yanar and Bümen (2012), Shyness Scale developed by Güngör (2001), The Brief Form of Fear of Negative Evaluation Scale developed by Bilge and Kelecioğlu (2008), Foreign Language Learning Motivation and Interest in Foreign Languages Questionnaire developed by Yılmaz (2007) and personal information form prepared by the researcher. Path analysis was used to analyze the data. Results indicated that foreign language learning motivation, interest in foreign languages, foreign language achievement, shyness and fear of negative evaluation predicted foreign language anxiety whereas self-efficacy did not predict foreign language anxiety. Additionally, self-efficacy predicted the foreign language anxiety with the mediation effect of achievement, motivation and interest in foreign languages. It was also found that shyness and achievement predicted foreign language anxiety with the mediation effect of fear of negative evaluation and interest in foreign languages predicted foreign language anxiety with the mediation effect of motivation