نبی الله اکبرنتاج شوب

Emotions are the primary source of motivation and movement in humanbeings. Positive emotions help maintain and guide responses and behaviors. These emotional experiences, in academic situations, play an important role in shaping students' judgments, decisions, priorities, and behaviors by providing basic information. The aim of this study was to investigate the causal relationship between Hexaco personality traits and English language anxiety with the mediating role of positive academic emotions in students. This study was applied in terms of purpose, and considering how information and data were collected, it was descriptive-correlational.The statistical population included all 525 ninth grade female students of 10 public girl’s junior high schools in Babol, in the academic year 2020-2021. Using Krejcie and Morgan (1970) Table, 225 students were selected as the research sample through simple random sampling method. The instruments of the study included the HEXACO Personality Traits Questionnaire (De Vries & Van Gelder, 2013), Positive Academic Emotions Questionnaire (Pekrun et al., 2005), and English Language Anxiety Inventory (ALI, 2017).To analyze the data, Kaiser-Meyer-Olkin test, Bartlett’s test, correlation coefficient, regression, path analysis and structural equation modeling were used. The research model showed a very good fit.The findings showed that there is a significant relationship between the students’ personality traits, positive academic emotions and English language anxiety. In addition, personality traits and positive academic emotions have a direct effect on students' English language anxiety. Also, personality traits have a significant effect on students' English language anxiety through the mediating role of positive academic emotions.

Psychological barriers have always had negative effects on English learning. This research was done to compare the efficiency of TBILT and TBLT on learners’ fear of negative evaluation. The statistical population included all 4200 Babol Azad University students of whom 320 were volunteers to participate in English language classes via public invitation. Then, 90 students were selected using available sampling model and were placed randomly in three groups (two experimental and one control). Before starting teaching, Leary’s fear of negative evaluation questionnaire with Cronbach’s alpha of .769 was administered, and then using three methods namely TBILT in the first experimental class, TBLT in the second one, and Traditional method (GTM) in control group, the teacher taught in 20 sessions, 90 minutes each. After the post test, the two-way single variable co-variance and the Post Hoc Tukey Test revealed that both experimental groups did much better than the control group (p <.001). On the other hand, the TBILT group acted much stronger than the TBLT one (p <.001).