The Mediating Effect of Students' Academic Goal Orientation on the Relationship Between Language Learning Strategies and Language Classroom Anxiety

Abstract

This study aimed to discover the significance of students' academic goal orientation as a mediating variable in the relationship between language-learning strategies and language-classroom anxiety among learners. The primary variables of the study included Academic Goal Orientation, Language Learning Strategies, and Language Classroom Anxiety. Results indicated that Academic Goal Orientation was described at a high level, while both Language Learning Strategies and Language Anxiety were also described as high. The researchers employed a quantitative, non-experimental research design to examine the relationships among the variables systematically. The respondents of the study were the grade 12 senior high school students from selected schools in Panabo City. Data were gathered using standardized survey instruments and were analyzed to determine both direct and indirect effects among variables. Statistical tools used in the analysis included the weighted mean, the Pearson product-moment correlation coefficient, multiple regression analysis, and the MedGraph technique, incorporating the Sobel z-test. Findings revealed that significant relationships existed among academic goal orientation, language learning strategies, and language classroom anxiety. Furthermore, mediation analysis showed that students' academic goal orientation fully mediated the relationship between language learning strategies and language classroom anxiety. This implies that students' goal orientation plays a crucial role in explaining how language-learning strategies influence anxiety levels in the language classroom. Overall, the results highlight the importance of fostering positive academic goal orientation to enhance effective language learning and reduce anxiety. These findings have valuable implications for teachers, curriculum planners, and future language research.