Abstract
This study examined the level of learning anxiety in English and its relationship with academic performance among tourism management students. Employing a correlational research design, the study aimed to explore the connection between these two variables among 148 respondents. The findings revealed that the respondents experienced a moderate level of anxiety when learning English. Statistical analysis demonstrated a highly significant relationship between learning anxiety and academic performance, with a p-value of 0.890. This suggests that even minimal concerns about learning English can significantly impact students' academic success in the language. Interestingly, the data indicated that lower levels of English learning anxiety were associated with higher academic performance in English, even amidst the challenges posed by the COVID-19 pandemic. These results underscore the importance of addressing learning anxiety to enhance students' academic outcomes. By mitigating anxiety, educators can create a more supportive learning environment, thereby fostering better performance in English among tourism management students. This study contributes to the growing body of research on the impact of psychological factors on academic achievement, particularly in language learning. Given the significant correlation found, further research could explore intervention strategies to reduce English learning anxiety and examine their effectiveness in improving academic performance. The findings highlight a critical area for educational focus, especially in times of crisis, such as the pandemic, where additional stressors can exacerbate learning difficulties. Addressing learning anxiety is crucial for promoting academic success and overall well-being among students.
