Journal of Education & Social Policy

Foreign Language Anxiety in ESP Students and the Relationship that Exist between Foreign Language Anxiety and Classroom Presentation Difficulties
Daniela Meçe, Ekaterina Strati Gjergo

Abstract
Foreign Language Anxiety is seen in different studies as one of the most outstanding individual differences that can predict a learner’s success in studying a foreign language. The main purpose of this study is to investigate the Foreign Language Anxiety in ESP students as well as the relationship that exist between Foreign Language Anxiety and classroom presentation difficulties. The participants in this study are 176 university students studying English for specific purposes (ESP) at different courses of study at “Aleksander Moisiu” University. The Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al., was used to measure foreign language anxiety. The findings reveal that most students showed moderate to high Foreign language anxiety levels. The study also showed that there exists a positive moderate correlation between Foreign Language anxiety and difficulties at delivering oral presentations in the classroom.

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