Anxiety and middle school English language learners  by Fisher,
Daniel L., Ph.D., CAPELLA UNIVERSITY, 2008, 146 pages; 3297534
The purpose of this study was to ex amine the impact of anxiety
as an affective variable as related to the academic and social
learning of middle school English language learners. Data was
collected on the levels of anxiety in using the English Language
Anxiety Scale. The researcher administered the English Language
Anxiety Scale to English language learners at three middle
schools in county-wide ESOL program in central Georgia. A t-test
was used to determine whether a statistically significant
difference existed between the variables of anxiety and its
influence on the English Language Anxiety Scale. The Pearson r
was used to determine if the degree to which the number of years
in the United States was associated with the level of anxiety.
The results indicate that the students did not have high mean
scores of anxiety as compared between male versus female
students and from all thr