Environment and Social Psychology

The Moderating Role of Metacognitive Strategies in the relationship between Foreign Language Learning Anxiety and Language Performance

Lijuan Gan

School of Oriental Languages, Anhui International Studies University, Hefei 231201, China

Xuan Di

School of Oriental Languages, Anhui International Studies University, Hefei 231201, China

DOI: https://doi.org/10.59429/esp.v11i3.4613

Keywords: moderating effect; foreign language learning anxiety; metacognitive strategies; language performance

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Abstract

Metacognitive strategies (MLS) play a significant role in foreign language learning by enabling students to plan, monitor, and adjust their acquired strategies. In addition, they also play a crucial role in language acquisition by positively influencing learners’ language development. However, foreign language learning anxiety (FLLA) is a negative emotion that exerts multifaceted detrimental effects on learners’ metacognitive learning strategies and language outcomes. This study was aimed at investigating the influence of FLLA on MLS, and the moderating Role of MLS in the relationship between FLLA and language performance (LP) among 736 university-level Chinese foreign language learners. A quantitative survey in this study revealed a significant negative correlation between two paths, namely, language confidence (LC) and MLS and academic anxiety (AA) and MLS. However, there was no significant correlation between the two paths of classroom anxiety (CN) and MLS and communication apprehension (CA) and MLS. Moreover, it was also discovered that MLS was a significant moderator of the relationship between FLLA and LP. The implications of the study were discussed.

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