Predicting Academic Performance in English language based on the Components of English Language Classroom Anxiety

The present study was aimed to investigate predicting academic performance in English language, based on the components of Foreign Language Classroom Anxiety Scale among Babol’s female senior high school stu-dents. The research was done using descriptive (correlational) method. 285 female students were selected through random cluster sampling as the research sample. The Foreign Language Classroom Anxiety Scale (FLCAS), and stu-dents’ first semester scores in English as the measure for academic achievement were used. The results of the study revealed there were negative significant relationships between the components of English Language Classroom Anxiety Scale and academic achievement in En-glish language. The results of regression analysis how that fear of negative evaluation; negative attitudes toward the English class, and Comm-unication apprehension can predict 60% of the academic achievement in English language.