Foreign language anxiety is a complex phenomenon that has been found to be a predictor of
foreign language achievement. This study of 210 university students examined factors that
predict1 foreign language anxiety. A setwise multiple regression analysis revealed
that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries,
prior high school experience with foreign languages, expected overall average for current
language course, perceived scholastic competence, and perceived self-worth) contributed
significantly to the prediction of foreign language anxiety. An analysis of variance, which
included trend analysis, revealed that freshmen and sophomores reported the lowest levels of
foreign language anxiety, and that anxiety levels increased linearly as a function of year of study.
The educational implications of these findings for understanding foreign language anxiety and
for increasing foreign language learning are discussed, as are suggestions for future research.