Iraqi EFL Students’ Interactional Competence and Foreign Language Classroom Anxiety: A Correlational Study
Iraqi EFL Students’ Interactional Competence and Foreign Language Classroom Anxiety: A Correlational Study
Abstract
In spite of the fact that even top Iraqi EFL achievers have proper oral proficiency, they seriously lack the conversional skills which enables them to be interactionally competent. The study utilizes the Marek, M. W., & Wu, W. (2011) rubric for assessing the students’ oral proficiency. The sample consists of 30 students; 15 males and 15 females. The sample is subjected to language classroom anxiety assessment adopting Horwitz and Cope's (1986) scale. Next, Galaczi and Taylors' (2020) model is applied to assess the students’ of interactional competence utilizing a constructed conversational tasks. The results show that the students’ seriously lack interactional skills. In addition, statistic treatment shows a strong relationship between interactional incompetency and language anxiety.
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