THE INTERCORRELATION OF ANXIETY AMONG LANGUAGE SKILLS

Abstract

Anxiety in learning English as a Foreign Language (EFL), particularly in listening, speaking, reading, and writing, is a key concern affecting student performance. Anxiety in one skill can influence others, impacting overall language proficiency. This study aims to measure anxiety levels across the four language skills, explore their interrelationships, and examine whether one form of anxiety can predict another. Using a quantitative, descriptive-correlational design, data were collected from 30 fourth-semester students of the English Education Study Program at the University of Islam Malang. Instruments used included four validated questionnaires: FLLAS, FLCAS, FLRAS, and SLWAI. Data were analyzed using SPSS version 20, applying descriptive statistics, Pearson correlation, and multiple regression analysis. Results showed that all types of anxiety were at moderate levels, with writing anxiety being the highest, followed by speaking, reading, and listening. Significant correlations were found between listening and both writing and speaking anxiety. However, reading anxiety did not correlate significantly with any other skill. Regression analysis revealed that writing and speaking anxiety significantly predicted listening anxiety, and listening anxiety also predicted both speaking and writing anxiety. These findings highlight that listening anxiety plays a central role in influencing productive skills, while reading anxiety appears independent. The study emphasizes the need for holistic teaching approaches that take into account students' emotional well-being. Language educators are encouraged to create emotionally supportive environments and apply strategies that boost learners' self-confidence to help manage language anxiety effectively.