Abstract:
The objective of the study was to determine the association between foreign language
learning anxiety and language learning strategies amongst university students. Four
hundred university students, men to women proportionate of participants was (50:50)
between age of 18-29 (M= 19.78, SD= 1.27) were selected from COMSATS University
Islamabad Lahore Campus, Pakistan through convenient sampling. Participants
responded to Demographic Information Form, Foreign Language Classroom Anxiety
Scale (FLCAS) and Strategy Inventory of Language Learning (SILL). Pearson product
moment correlation was used for accessing the association between foreign language
learning anxiety and language learning strategies. The results revealed that foreign
language classroom anxieties are positively associated with memory, compensation and
effective language learning strategies. While, foreign language classroom anxiety has no
association with cognitive, metacognitive and social language learning strategies.
