The motivation-anxiety interface in language learning: A regulatory focus perspective

The study examined the relationship between chronic regulatory focus, L2 self-guides, L2 anxiety, and motivated behavior. Questionnaire data were collected from 161 English learners in a foreign language context. Multiple regression results showed that the participants' promotion focus (concerned with accomplishments and achievements) strongly and negatively predicted their L2 anxiety whereas their prevention focus (concerned with safety and obligations) was unrelated to L2 anxiety. Additionally, ought L2 self/own and ought L2 self/other, which have a prevention focus, positively predicted L2 anxiety, whereas ideal L2 self/own, which has a promotion focus, was a negative predictor. L2 anxiety was not directly related to motivated behavior for either promotion-focused or prevention-focused learners. The results suggest that a promotion-focused approach in L2 learning and teaching might minimize L2 anxiety.