The relationship between university students' foreign language learning anxiety level and foreign language self-concept of academic ability level

This paper seeks to address the issue of causal relations between foreign language self-concept of academic ability and foreign language learning anxiety. In this study there were 1010 students who were studying in Education, Science and Arts, Engineering and Economics faculties in Uşak University in Turkey. The range and degree of foreign language anxiety and self-concept of academic ability of 1010 students were determined by using SCAS (Self-Concept of Academic Ability Scale) and FLCAS (Foreign Language Classroom Anxiety Scale). The data obtained from both of the scales were analyzed through SPSS 11.5 program in that some variables; students? age, gender, education type, faculty, departments in university, mothers? education, fathers? education, mothers? occupation, fathers? occupation, success at school, income levels and departments at high school. When the analyze results were looked through, there is a significant difference between foreign language self-concept of academic ability levels and students? gender. As a result of the ANOVA test, students? anxiety levels change according to students? departments and faculties in university, their mothers? and fathers? education, mothers? and fathers? occupation, their thoughts about how much successful they are at school, income and their departments at high school. ANOVA test also presents students? foreign language self-concept of academic ability levels changes according to students? departments and faculties in university, their mothers? and fathers? education, fathers? occupation, their thoughts about how much successful they are at school, income and their departments at high school. According to correlation test result, it was found out that there is a significant negative relation between the foreign language learning anxiety and self-concept of academic ability levels.