Relationship between English Language Related Academic Stress and English Language Anxiety of Secondary School Students

The present study aim to explore the relationship between English language related academic stress and English language anxiety of secondary school students. Data were collected from a stratified random sample of 312 secondary school students by administering the English Language Related Academic Stress Scale, and English Language Anxiety Scale. Statistical techniques such as t-test, product moment correlation, and two tailed test of significance for the differences between two independent coefficients of correlation were used for data analyses. Gender, medium of instruction, and levels of achievement in English were found to have significant effect on the English language related academic stress of secondary school students. English language related academic stress and English language anxiety of secondary school students were found to be correlated significantly and positively. While there was significant difference between boys and girls in the degree of relationship between the variables, neither the medium of instruction nor the levels of achievement in English was found to be decisive in discriminating the groups based on the degree of relationship between the variables.