期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2015
卷号：4
期号：1
页码：369
出版社：Brahmaputra Publishing House
摘要：As few studies have investigated the influence of anxiety, motivation, and autonomy onclass proficiency or language success, the present study aimed at finding the relationship of eachof these factors with language achievement of the students. To this purpose, 207 students wereinvited from Golestan high school in Ramian, in the north of Iran. Their age ranged from 18 to22 years. In one session they filled out the anxiety questionnaire, in the next session theycompleted the motivation questionnaire, and in the third session they answered the item in theautonomy questionnaire. At the end of the term the participants’ final scores were recorded. Asto the final scores and test performance, there was a positive relationship between anxiety andtest performance, no relationship between motivation and test performance, and also norelationship between autonomy and test performance. Both high-stakeholders and lowstakeholdermay benefit from the findings of this study.
