The relationship between Foreign Language ClassroomAnxiety and gender in Iranian EFL context

Foreign language classroom anxiety as an affective factor has been the focus of many researchers. This type of anxiety is considered as a barrier to language learning process. Many studies have been done on the relationship between foreign language classroom anxiety and individual differences such as gender, but few of them addressed Iranian EFL context. Accordingly, the present study intended toinvestigate the relationship between EFL learners’ foreign language classroom anxiety and gender in Iranian context. To this end, 400 university students were addressed. The data were gathered through (FLCAS) developed by (Horwitz et al, 1986). The findings revealed that there is a statistically significant relationship between foreign language classroom anxiety and gender. Besides, maleparticipants appeared to be more anxious than females in learning a foreign language

Keywords:

anxiety , foreign language learning , gender , language achievement