Keywords: foreign language, second language acquisition, affective factors, anxiety, speaking, adults, adolescents.


Aim: The aim of this article is to investigate the interdependence between adolescent and adult students’ anxiety and their foreign language speaking achievements. It has been proved that there is no correlation between adolescent learners’ anxiety and their speaking attainments in a foreign language as well as that there is a weak correlation between adult students’ anxiety and their speaking achievements.

Method: The author of the study employed quantitative research. Data was collected from anxiety questionnaires completed by the students and from achievement sheets filled in by the English teacher based on five-minute speeches performed by adolescent and adult students.

Conclusion: According to the research results, there is no interdependence between adolescent students’ anxiety and their speaking attainments and the correlation between adult students’ anxiety and their speaking achievements is weak. Nevertheless, a number of other studies revealed the interdependence between students’ anxiety and their speaking attainments. Therefore, limitations of the study should be born in mind, and the results of the following study can be applied only to the subjects participating in the study. Hence, it is relevant to repeat the study with larger samples of subjects.

Author Biography

Bogusława Gosiewska-Turek, Institute of English, University of Opole, Pl. Kopernika 11 Opole, Poland

Graduated from Silesian University with MA degree in law and from Higher Philological School in Wrocław with MA degree in English (English language teaching specialty).

Interested in glottodidactics, namely teaching English to special education needs students, teaching methods and approaches and neurobiological aspects in education. Currently she is a PhD student of English Language and Literature at Opole University.


1. Aida,Y. (1994). Examination on Horowitz, Horowitz and Cope’s construct of Foreign Language Anxiety: The case of Students of Japanese. Modern Language Journal, 78, 155-168.
2. Brown, H. D. (2001). Teaching by Principles. White Plains, NY: Longman.
3. Cacciopo, J. (1994). Attitude Change. Encyclopaedia of Human Behaviour, Vol. I. Ohio: The Ohio State University.
4. Daly, J. A. (1991). Understanding Communication Apprehension: An Introduction to Language Educators. In: E. Horiwitz, & D. Young (Eds). Language Anxiety: From Theory and Research to Classroom Implications (pp. 3-13). Engelwood Cliffs, N. J.: Prentice Hall.
5. Gierl, M., & Rogers, T. (1996). A Confirmatory Factor Analysis of the Test Anxiety Inventory Using Canadian High School Students. Educational and Psychological Measurement, 56, 315-325.
6. Harleston, B.W. (1962). Test Anxiety and Performance in Problem Solving Situations. Journal of Personality, 30, 557-573.
7. Harmer, J. (2001). The Practice of English Language Teaching. Essex, England: Longman.
8. Hines, A. R., & Paulson, S. E. (2006). Parents’ and Teachers’ Perception od Adolescent Storm and Stress. Relations with Parenting and Teaching Styles. Adolescence, 41, 597-614.
9. Horowitz, E. K. (1986). Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20(3), 127-159.
10. Horowitz, E. K., Horowitz, M. B., & Cope, J. (1986). Foreign Language Classroom anxiety. The Modern Language Journal, 70 (2), 125-132.
11. Kitano, K. (2001). Anxiety in the College Japanese Language Classroom. The Modern Language Journal, 8 (4), 549-566.
12. Komorowska, H. (2005). Metodyka nauczania języków obcych [Methodology of teaching foreign languages]. Warszawa: Fraszka Edukacyjna.
13. Kondo, D. S., & Ying-Ling. (2004). Strategies for Coping with Language Anxiety: The case of Students of English in Japan, ELT Journal, 58(3), 258-265.
14. Kostyuk, N., Meghanathan, N., & Isokpehi, R. (2010). Biometric Evaluation of Anxiety in Learning English as a Second Language. International Journal of Computer Science and Network Security, 10 (1), 220-229.
15. Krashen, S. D. (1987). Principles and Practice in Second Language Acquisition. Englewood Cliffs, N. J.: Prentice-Hall International.
16. Latif, A. (2015). A Study on English Language Anxiety among Adult Learners in Universiti Teknologi Malaysia (UTM). Procedia-Social and Behavioral Sciences, 2008, 223-232.
17. Lightbown, P. M., & Spada, N. (2006). How Languages are Learned. Oxford: Oxford University Press.
18. McCroskey, J. C. (1987). Willingness to Communicate. In: J.C. McCroskey, & J. A. Daly (Eds.). Personality and Interpersonal Communication (pp. 129-156). Thousand Oaks, Ca: Sage.
19. Novy, D. M., & Nelson, D.V. (1995). Psychometric Comparability of the English-and Spanish-Language Versions of the State-Trait Anxiety Inventory. Hispanic Journal of Behavioral Sciences, 17(2), 209-224.
20. Piechurska-Kuciel, E. (2008). Language Anxiety in Secondary Grammar School Students. Opole: Wydawnictwo Uniwersytetu Opolskiego.
21. Shastri, P. (2010). Communicative Approach to the Teaching of English as a Second Language Learning, 1, 153-161.
22. Spielberger, C. D. (1966). Anxiety and Behavior. New York: Academic Press.
23. Spielberger, C. D. (1972). Anxiety. New York: Academic Press.
24. Zohar, D. (1998). An Additive Model of Test Anxiety: Role of Exam Specific Expectations. Journal of Educational Psychology, 90 (2), 330-340.
How to Cite
Gosiewska-Turek, B. (2018). THE IMPACT OF ANXIETY ON SPEAKING IN ADOLESCENT AND ADULT GROUPS OF ENGLISH LEARNERS. Journal of Education Culture and Society, 9(2), 93-106. Retrieved from