The dependent variable in this study was English
achievement, and the independent variable was language anxiety. The intervening variable is
English proficiency. The control variables are: age of subjects (second year high school students
with an average age of 17) and years of experience in English learning (a minimum of 5
consecutive years). The schematic design of the study is presented below (Figura 1).
achievement, and the independent variable was language anxiety. The intervening variable is
English proficiency. The control variables are: age of subjects (second year high school students
with an average age of 17) and years of experience in English learning (a minimum of 5
consecutive years). The schematic design of the study is presented below (Figura 1).