Abstract
This study investigates how various factors regarding anxiety in learning English in the classroom are related to each other and how they relate to the learners' English communicative competence, interests, and experiences. The research questions are (1) Does a relationship exist between the anxiety of communicating in English and English communicative competence?; (2) Does a relationship exist between the anxiety of communicating in English and the learners' major?; (3) Is there a relationship between the anxiety of communicating in English and the learners' interest in studying abroad?; (4) Is there a relationship between the anxiety of communicating in English and the learners' experience of studying English privately?; (5) Is there a relationship between the anxiety of communicating in English and the learners' experience of going abroad? Using the Foreign Language Classroom Anxiety Scale (FLCAS), 352 Japanese students were surveyed. The survey also included questions about the students' academic interests, prior experiences related to overseas travel and study abroad, private study lessons, and TOEIC scores. The results revealed four anxiety factors which relatively correlated with learners' TOEIC scores as well as their interests and experiences. The results of the study give rise to four recommendations for reducing English learners' anxiety.
