Middle Eastern Journal of Disability Studies

Background & objectives: Anxiety is one of the key factor affecting foreign language learning. Anxiety that affective domain affects negatively on cognitive processing. one of the variables that make language teaching difficult is the individual differences of the learner. One of the individual differences that affect foreign language education is self-efficacy belief. high self-efficacy also increases the degree of effort, thus enabling individuals to take more solid steps to reach their goals.  foreign language learning anxiety and self-efficacy belief are related to metacognitive. Using metacognitive strategies motivates people to handle problems profoundly, perform better, and enhance self-efficacy. Many students struggle with the fear of making mistakes, this fear can limit their learning potential, lower their confidence, Therefore, the investigation of possible variables involved in English language anxiety. According to the review of the research literature and considering the research gap in this field, this research aims to find the specific variables related to language class anxiety and also to explore the relationship between the components of the discussed variables. so This study aimed at Investigate the relationship between metacognitive beliefs and self-efficacy beliefs with English language anxiety. Various researchers explored that English language anxiety hampers the academic achievement of students. psychological factors such as self-efficacy beliefs and metacognitive beliefs can contribute to the devitalization or acceleration of foreign language learning. This study investigates the potential relationships among self-efficacy beliefs, metacognitive beliefs, foreign-language anxiety and English learning achievement.
Methods: In this descriptive quantitative research, a correlational design was employed. The sample consisted of 180 of students who voluntarily wanted to take part and answer the questionnaires administered by the researchers. In order to collect data, three questionnaires were used, Metacognition Questionnaire by Wells & Cartwright-Hatton (2004), Foreign Language Classroom Anxiety Scale (1986) by Horwitz, Horwitz, & Cope, General Self-Efficacy Scale (1982) by Sherer & Maddux. The metacognitions questionnaire (MCQ) inclodes the five factors are cognitive confidence, positive beliefs about worry, cognitive self-consciousness, negative beliefs about uncontrollability of thoughts and danger, and beliefs about need to control thoughts. General Self-Efficacy Scale (1982) by Sherer & Maddux focused on tree areas; willingness to initiate behavier, willingness to expend effort in completing the behavior and persistence in the face of adversity, Foreign Language Classroom Anxiety Scale deals with the fear of learning a foreign language in a course. For example, the fear of speaking in front of other students.
Results: The present data were analyzed using correlation analysis and Pearson regression. The results showed a positive and significant correlation among the variables. Overall, self-efficacy beliefs predicted English learning achievement. The findings support the role of metacognition and motivation on the effects of self-efficacy beliefs on English learning achievement. Also, there is a significant positive relationship between self-efficacy beliefs and academic achievement (r=0.18, p<0.05). English language anxiety, self-efficacy beliefs and negative beliefs about the need for uncontrollable thoughts have a significant contribution in predicting the academic progress of learners.
Conclusions: The results showed that there was a significant relationship between metacognitive beliefs, self-efficacy beliefs and language anxiety with English learning achievement. The findings support the need to strengthen learners’ metacognition, and self-efficacy beliefs for English learning.