The Relationship between Anxiety and Accuracy of EFL Learners’ Task-based Speech
DOI:
https://doi.org/10.24086/cuejhss.v10n1y2026.pp74-81Keywords:
Accuracy, Anxiety, EFL learners, Task-Based SpeechAbstract
The present descriptive research study was conducted to take into consideration the possible relationship between Kurdish English as a Foreign Language learners’ accuracy of task-based speech and their foreign language classroom anxiety at Cihan University-Erbil. A total of 80 female undergraduate students participated in this study. Regarding the data collection, first, the Foreign Language Classroom Anxiety Scale questionnaire was filled out by the students, the IELTS test is acting as a proficiency test to test the current level of the participants before conducting the study. It is noted that their accuracy level was investigated according to the error-free t-units they produced, while answering the IELTS part one questions. The results of this study demonstrated that the Kurdish students suffer from high anxiety levels, and there was a statistically significant negative relationship between anxiety and the accuracy of the learners’ speech. That is, the more anxious the students are, the more inaccurate they will be. The results of this study have implications for policymakers, syllabus designers, teachers, and students, raising their awareness about the relationships among the variables investigated in this study regarding task-based speech.
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Copyright (c) 2026 Samrand Amini, Pola T. Mohammed, Shirin Shiralizadeh
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Accepted 2026-02-22
Published 2026-03-20
