Anxieties as Determinants of ESP Students’ Performance Towards English Language Learning at Ho Chi Minh University of Banking

Classroom anxiety has become a huge concern in second and foreign language and foreign language learning and a never-ending research in several of the recent decades. Theoretically, this research is supported with Horwitz, and Cope's theory of anxiety and Krashen's Affective Filter Hypothesis in learning foreign language. Statistically, the data were gathered from 149 participants enrolled in the grades of ESP course at Ho Chi Minh University of Banking, and then analyzed by SPSS with using Pearson to highlight the correlation between anxiety and performance. In addition, Multiple regression was also used to identify the most powerful factor in contribution. The findings shown that there was moderately significant negative correlation between anxiety and academic performance at the level of .001. Furthermore, emotional anxiety was the most powerful contribution in performance, this means that if the students get higher anxiety, they will head for the poorer performance in their learning process.