Results and Analysis:

In this study for analysis we used statistical software SPSS .We use quantitative data for analysis.
After the collection of data next procedure is to analyze the collected data from the responses that
collect from questionnaire and to test the purpose hypothesis either is accepted or rejected. The
object of this chapter is to justify the results of information being analyzed. In this section we
interpret the descriptive statistics, t-test, correlation and ANOVA analysis by using SPSS.

Table 1:
Descriptive Statistics
N Minimum Maximu Mean Std. Variance Skewness Kurtosis
m Deviation
Statistic Statistic Statistic Statistic Statistic Statistic Statistic Std. Statistic Std.
Error Error
EI 84 15.00 78.00 29.1310 9.04577 81.826 2.212 .263 9.434 .520
LLA 84 16.00 247.00 32.1429 24.95980 622.991 7.872 .263 68.039 .520
Valid N 84
(listwise)

This table provides useful descriptive statistics for the two variables that we used in our
analysis, including the mean and standard deviation. For checking data normality there are
two degree of normality to test the normality assumptions,

 Skewness
 Kurtosis

According to (Cameroon, 2004) Skewness values falls between -1 to +1 and for normal data
distribution, Kurtosis should fall within -4 to +4. Zero Skewness and Kurtosis value means
that the information is distributed perfectly normally.

Table 2.

One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
EI 84 29.1310 9.04577 0.98697

LLA 84 32.1429 24.95980 2.72334

In table 2 mean of 84 observations is 29.1310 of an independent variable (emotional
intelligence) and other language learning anxiety is presenting the (dependent variable) is
incorporated at 84 observations. Standard deviation of the data of an independent variable
is 9.04577 and for the dependent variable is 24.95980. Standard deviation values tell us how
much this value is far from of mean of the data.

Table 3.

One-Sample Test
Test Value = 0
95% Confidence Interval of the
Difference
t df Sig. (2-tailed) Mean Difference Lower Upper
EI 29.515 83 .000 29.13095 27.1679 31.0940
LLA 11.803 83 .000 32.14286 26.7262 37.5595

From the table 3 degree of freedom (df) and the p-value which is also known as sig (2-tailed) which is
0.00 which shows that it is highly significant. Here the p-value is zero it does not mean that
significance level is zero. It means a p value is less than 0.05.

In this table, Emotional intelligence (EI) shows t value 29.515, Language learning anxiety shows the t
value 11.803 which means all the t values of these relationships are above 1.96 its shows the
significant of the path coefficient.

Table 4.

Correlations
EI LLA
EI Pearson Correlation 1 .724**
Sig. (2-tailed) .000
N 84 84
LLA Pearson Correlation .724** 1
Sig. (2-tailed) .000
N 84 84
**. Correlation is significant at the 0.01 level (2-tailed).

From the table 5 both dependent and independent variables are highly significant because both
have 0.00 values in the term of p-values. There is positive relationship between the dependent and
independent variables. The correlation level is to be considered a moderate level because if it is less
than 0.75. We accept alternative hypothesis because there is a correlation between variables.

Table 5.

Model Summaryb

Std. Error of the

Model R R Square Adjusted R Square Estimate Durbin-Watson
a
1 .724 .525 .519 17.30952 1.486
a. Predictors: (Constant), EI
b. Dependent Variable: LLA

R square is goodness of fit measure for linear regression models. The value of r square indicates the
percentage of the variance in the dependent variable that the independent variable explains
collectively. From the table 6 it is found moderate level correlation, and the value of r square is
0.525 that mean there is a significant relationship between dependent and independent variable.

Table 6.

ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 27139.483 1 27139.483 90.580 .000b
Residual 24568.803 82 299.620
Total 51708.286 83
a. Dependent Variable: LLA
b. Predictors: (Constant), EI

The ANOVA results of this analysis are also significant because the value shows 0.00 level of sig.

We can see that the significance value is 0.00 (i.e., p= 0.00) which is below 0.05 and, therefore there
is statistically significant difference between EI and LLA.
Following table shows the summary of relationship of hypothesis of this study.

Hypothesis Relationship Hypothesis statement Valuation

H1 EI>LLE Students with a high level of emotional intelligence Significant
have less language learning anxiety t =29.51
(p<0.05)
H2 EI->LLE Students with a high level of emotional Significant
intelligence have a high language learning anxiety t = 11.80
(p<0.05)

Conclusion:

The empirical results of this study show that H1 and H2 are accepted because t values and p-values
of both hypotheses are meeting their criteria t value is > 1.96 and p value is < 0.05.

This empirical study extends our theoretical understanding on the problem how anxiety
affects language learning and what are the factors that lead to this type of anxiety in the
context of undergraduate students from different universities of Pakistan. The analysis
discovered reasonable results which strongly supported the theoretical reasoning and
derived hypothesis in the study. This study used quantitative methodology for data
collection, data collected from undergraduate students from different universities of
Pakistan. The study used SPSS for data analysis. This empirical investigation provides the
evidence that learning language anxiety have positive and significant effect on emotional
intelligence.