Understanding the Motivation–Anxiety Interface Through the Lens of Control–Value Theory: Evidence from Iranian Intermediate EFL Learners

Abstract

This study aimed to examine the predictive relationship between English learning motivation and speaking anxiety among Iranian intermediate EFL learners, drawing on Pekrun’s (2006) *Control–Value Theory of Achievement Emotions*. The theory posits that learners’ emotions—such as anxiety—arise from the perceived value of learning outcomes and the degree of control they feel over achieving them. A total of 110 intermediate EFL learners from two Iranian language institutes completed the *Attitude/Motivation Test Battery (AMTB)* and the *Foreign Language Classroom Anxiety Scale (FLCAS)*. Data were analyzed through Spearman’s rho correlation and simple linear regression using SPSS 27. Results revealed a strong positive correlation between motivation and speaking anxiety (ρ = .666, p < .001), with motivation significantly predicting 42.3% of the variance in anxiety scores (R² = .423). Findings were interpreted through the lens of the Control–Value Theory, suggesting that highly motivated learners may experience increased anxiety in exam-oriented, teacher-centered contexts where their perceived control is limited. Pedagogical implications highlight the importance of fostering learners’ autonomy and perceived control to sustain motivation while reducing anxiety during oral performance tasks. The findings highlight the importance of enhancing learners’ autonomy and perceived control to prevent motivation from escalating speaking anxiety. These findings suggest that supporting learners’ autonomy and perceived control during oral tasks is essential to sustaining motivation while reducing speaking anxiety.