• Pramod Kumar Singh
• Dr. Poojan Prasad

The effect of language anxiety is associated with students who adopted English as a second language (ESL) for classroom performance and achievements. In these consequences, the present study is based on examining the effect of the nexus of language anxiety of ESL students through an empirically based study. The methodology of the study is based on both qualitative and quantitative approaches, whereby qualitative information is followed by a quantitative study design. Both approaches of study design better manage the research questions and objectives of the study according to the theme of the study. The study aims to examine the Effect of Language Anxiety on ESL Students’ Classroom Performance and Achievement. The findings of the study show that there is a significant impact effect of language anxiety on ESL students’ classroom performance and achievements. Additionally, the study shows that there is an important association between classroom performance and the achievements of students in the periphery of acceptance of English as a second language. In these contexts, the present study gives a broad and in-depth study of the nexus of language anxiety and classroom performance with the achievements of students. Apart from it, the findings of the study encourage academicians, policymakers, researchers, and students to further study in these contexts.

Language anxiety; classroom performance; achievements; English language; Students

"The Effect of Language Anxiety on ESL Students’ Classroom Performance and Achievement", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.7, Issue 12, page no.1497-1505, December-2020, Available :http://www.jetir.org/papers/JETIR2012397.pdf

"The Effect of Language Anxiety on ESL Students’ Classroom Performance and Achievement", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.7, Issue 12, page no. pp1497-1505, December-2020, Available at : http://www.jetir.org/papers/JETIR2012397.pdf