The academic paper titled "The Predictive Role of Anxiety and Motivation in L2 Proficiency: An Empirical Causal Model" by Fakieh Alrabai focuses on examining the causal relationships between anxiety, motivation, and proficiency in learning English as a foreign language (EFL). The primary research question investigates how anxiety and motivation predict EFL proficiency and interact with other affective variables such as attitudes, self-confidence, and grit.
The study aims to empirically validate the predictive power of anxiety and motivation on EFL proficiency through a longitudinal experimental design. The research investigates how these affective variables interrelate and influence language learning outcomes. The scope includes exploring both direct and indirect effects of anxiety and motivation on proficiency, as well as their interaction with attitudes, self-confidence, and grit.
The methodology involved a 12-week experimental intervention conducted with 282 EFL learners in Saudi Arabia, divided into four groups. These groups were subjected to different treatments: anxiety-regulating strategies, motivational strategies, both, or neither. Data were collected through questionnaires, classroom observations, and proficiency tests, and analyzed using ANOVA, ANCOVA, confirmatory factor analysis (CFA), structural equation modeling (SEM), and partial least squares structural equation modeling (PLS-SEM).
Key findings reveal that both anxiety and motivation have significant direct, indirect, and total effects on L2 proficiency. Motivation and anxiety were identified as the best predictors of proficiency, confirming their crucial roles in language learning. Additionally, significant paths were observed from all affective variables to L2 proficiency, emphasizing the interconnectedness of these factors.
The study concludes that anxiety and motivation are not only key predictors of EFL proficiency but also influence other affective variables. The research underscores the importance of addressing both anxiety and motivation in language teaching to enhance learner outcomes. The implications suggest that tailored strategies to regulate anxiety and boost motivation can significantly improve language proficiency and related affective factors.