The Impact of EFL Learners’ Sociobiography on Language Learning Anxiety

Indah Sulistiawati; Abdul Haris Sunubi; Magdahalena Tjalla; Zulfah Fakhruddin; Mujahidah Mujahidah

doi:10.56185/jelita.v6i1.893

Indah Sulistiawati Institut Agama Islam Negeri Parepare, Indonesia
Abdul Haris Sunubi Institut Agama Islam Negeri Parepare, Indonesia
Magdahalena Tjalla Institut Agama Islam Negeri Parepare, Indonesia
Zulfah Fakhruddin Institut Agama Islam Negeri Parepare, Indonesia
Mujahidah Mujahidah Institut Agama Islam Negeri Parepare, Indonesia

DOI: https://doi.org/10.56185/jelita.v6i1.893

Keywords: Language, Learning Anxiety, Sociobiography

Abstract

This study examined the effects of EFL learners' sociobiographical factors (age, gender, and multilingualism) on their language learning anxiety. The research employed a quantitative approach with comparative analysis methods to investigate how these sociobiographical variables influence anxiety levels among language learners. Data analysis through t-tests revealed statistically significant correlations between sociobiographical variables and language learning anxiety, with p-values less than 0.05. The findings provide valuable insights into the complex relationship between learners' backgrounds and their anxiety in language learning contexts. These results have important implications for developing targeted teaching strategies and support systems aimed at creating more inclusive and effective EFL learning environments. The study addresses existing gaps in the literature and offers guidance for future educational policy and practice.

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