Predicting Student's Academic Performance: The Role of Anxiety in Triple Skills (Reading, Listening and Writing) of English language Teaching

The present research aims to predict students’ English language performance based on anxiety in triple skills (reading , listening and writing) of English language teaching. This was a descriptive correlational study .The statistical population included all the female students in the age range of 13 to 18 years old studying in Shokouh language institutes located in Sari, Ghaemshahr, Babol, Babolsar, and Amirkola in the summer trimester of 2016, out of which a sample of 545 language learners was selected through multi-stage cluster sampling. To collect the data, Spielberger State-Trait Anxiety Inventory , Foreign Language Listening Anxiety Scale, Foreign Language Reading Anxiety Scale and Second Language Writing Anxiety Inventory were used and to assess students’ English academic performance , their final scores was used. Pearson correlation and stepwise regression analysis were employed to analyze the data .Findings indicated the correlation between anxiety in three types of language skills and academic performance. Based on the results of step-wise regression analysis, the three types of linguistic skills had predictive power for academic performance and these three variables explained 25 percent of the changes of academic performance in the language lesson. Given the Betta coefficients, listening anxiety had the highest predictive power for academic performance. The practical implications of the present research indicate that necessary plans should be employed to control and decrease the anxiety in different language skills