The relationship between university students' self-efficacy beliefs and foreign language classroom anxiety

This study is designed as quantitative research to examine the relationship among English self-efficacy beliefs, foreign language classroom anxiety, and academic achievements of preparatory school students. It also includes the analysis of relationship between participants' achievement scores and some part of their demographic characteristics. One hundred and sixty-three preparatory department students from a university in Mersin participated in the investigation. English Self- Efficacy Questionnaire and the Foreign Language Classroom Anxiety Scale (FLCAS) are used as instruments. Proficiency scores are taken from the achievements exams, which are conducted at the end of the academic term. Collected data is analysed and evaluated with the Statistical Package for the Social Sciences (SPSS). According to findings, there is meaningful relationship between receptive and productive skills of self-efficacy and academic achievement scores and negative relation among the anxiety related to foreign language classroom and achievement scores. The findings demonstrated negative relationship among productive and receptive skills of self-efficacy and foreign language classroom anxiety. Also, female group indicates higher academic achievement than male group. In addition, the present study indicates no significant relationship between participants' English learning background and their foreign language anxiety and academic scores.