The purpose of this study is to investigate inner motivation and anxiety of English learning as it is experienced by English as a Foreign Language (EFL) learners with respect to various majors, differences in genders and language proficiency. Specifically, it studies EFL students at a technical university in Taiwan. This study surveyed and analyzed 857 freshmen from a technical university in Taiwan. Based on the analyses of structural equation modeling, the results indicated that English learning anxiety impacted English learning motivation in different ways depending on genders and majors. On the other hand, English learning anxiety had little effect on English learning motivation for the different levels of language proficiency groups, especially for learners in the intermediate group. Generally speaking, most of the learners were prone to instrumental rather than integrative motivation in terms of learning English, and their levels of English language class anxiety were higher than their levels of English use and test anxiety. The findings can help clarify the nature of both English learning anxiety and English learning motivation as psychological constructs to students
Keywords: Anxiety, English Learning, Motivation, Taiwan English Learners
