On the Correlation among Iranian EFL learners' Self-Regulation Capacity, Self Esteem and Foreign Language Classroom Anxiety

Research has revealed that cognition and affection are indeed inextricably interrelated. The current study aimed at investigating any probable relationship between Iranian EFL learners' selfesteem, their self-regulation capacity and foreign language classroom anxiety. To do so, 200 male and female Iranian language learners from Islamic Azad university of Miyaneh, Iran were administered three questionnaires: the self-regulation trait (SRT) questionnaire, Foreign Language Classroom Anxiety Scale, and Rosenberg Self-Esteem Scale. Having run three correlations analysis, the results revealed that there was a negatively significant correlation between participants' foreign language classroom anxiety and their self-esteem .Regarding the correlation between the capacity for self- regulation and selfesteem, we found a significantly positive correlation. The results also indicate that self-regulated capacity negatively correlates with foreign language classroom anxiety, but the degree of correlation is moderate .Conducting studies like the present one may contribute effectively on providing better teaching and learning environment to overcome learners' psychological and affective barriers in EFL situation.

On the Correlation among Iranian EFL learners' Self-Regulation Capacity, Self Esteem and Foreign Language Classroom Anxiety Keywords:

self-regulation , self-esteem , foreign language anxiety , EFL