Many foreign language learners experience language anxiety, which can lead to a lack

of interest in and involvement in language learning (Horwitz, 2001). In their article "The

Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed

Methods Approach," Abdullah Alamer and Fahad Almulhim (2021) investigate the

relationship between language anxiety and self-determined motivation among EFL

learners. Their study used a mixed-methods methodology to collect and analyze data,

providing a comprehensive understanding of this relationship.

The findings of this study align with those of previous research on the relationship

between linguistic anxiety and self-determined motivation. The study found that a

sense of competence and relatedness predicted some types of anxiety, whereas

controlled motivation predicted general linguistic anxiety. However, this study also

found that impressions of autonomy and autonomous motivation did not predict any

subtype of linguistic anxiety.

The study of the association between linguistic anxiety and self-determined

motivation by Alamer and Almulhim (2021) is a well-designed and well-executed study

that provides useful insights into this crucial topic. However, this study has certain

limitations that should be addressed when interpreting the findings.

Several limitations were identified in the study conducted by Alamer and Almulhim

(2021). One limitation of this study is that self-report measures were used to assess

language anxiety and self-determined motivation, which can be subjective and

unreliable. It would be beneficial for future research to incorporate additional methods,

such as behavioral observations and physiological measures, to more accurately

assess these constructs. This study was conducted in a single country (Saudi Arabia),
which is a limitation. However, these findings may not apply to other countries or

cultures. The level of language anxiety experienced by learners in different nations, for

example, may vary depending on factors such as their socioeconomic situation,

language learning environment, and cultural attitudes toward language acquisition. To

strengthen the findings of this study further, it is important for future research to control

for various factors that may also influence the relationship between language anxiety

and self-determined motivation, such as learners' proficiency level, prior language

learning experience, and learning style (Hadriana, 2020). In the study conducted by

Alamer and Almulhim, the use of self-report measures to assess language anxiety and

self-determined motivation was a limitation. To ensure the accuracy of future research,

it would be beneficial to use a variety of methods, such as observing behavior and

measuring physiological responses, to gain a more complete and unbiased

understanding of the link between language anxiety and self-motivation. Furthermore,

future research should take into account possible variables that could affect the

results, such as learners' level of proficiency, previous language learning experience,

and learning style, to guarantee the validity of the findings.

By addressing these limitations, future research could provide comprehensive and

informative insights into the relationship between language anxiety and self-

determined motivation. This information can be used by language educators to

develop more effective strategies to reduce language anxiety and promote self-

determined motivation among students.

References
Alamer, A., & Almulhim, F. (2021). The Interrelation Between Language Anxiety and

Self-Determined Motivation; A Mixed Methods Approach. Frontiers in Education, 6.

https://doi.org/10.3389/feduc.2021.618655

Hadriana, H. (2020, February 14). Insignificant Relationship Between Speaking Self-

Efficacy and Language Learning Anxiety of English Department Students at The

University of Riau, Indonesia. https://scite.ai/reports/10.24297/jssr.v15i.8643

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied

Linguistics, 21, 112–126. https://doi.org/10.1017/s0267190501000071