چکیده (انگلیسی):

The present study examines anxiety in English undergraduate classes with regard to the type of
situations that provoke anxiety during different stages of the learning process and the relationship
of anxiety with learners’ achievement. Participants of the study include 149 undergraduates
enrolled in second and sixth semester of different departments of University of Sargodha who are
learning English as a foreign language. The questionnaire used in this study is the abbreviated
form of Foreign Language Classroom Anxiety Scale (FLCAS). A n inventory is also used to
determine different situations that provoke anxiety. Finally, students’ GPA in English classes is
taken to find its relationship with language anxiety. The results show that language anxiety and
achievement are negatively related to each other. It is also found that female students are less
anxious in learning English as a foreign language than male students. ‘Speaking in front of
others’ is rated as the biggest cause of anxiety followed by ‘worries about grammatical mistakes’,
‘pronunciation’ and ‘being unable to talk spontaneously’. It is suggested that the classroom
environment should be encouraging and motivating. Moreover, teachers need to deal with
anxiety-provoking situations carefully.