Language learning anxiety has been widely recognized as a critical affective variable influencing second language acquisition, particularly in technical education environments where cognitive demands are already high. This study develops an empirical modeling framework to examine the relationship between language learning anxiety and English proficiency among learners in technical education contexts. Drawing upon established theoretical constructs such as Foreign Language Classroom Anxiety (FLCA) and affective filter hypothesis, the study integrates quantitative modeling techniques to evaluate how anxiety dimensions—communication apprehension, test anxiety, and fear of negative evaluation—affect language achievement outcomes. Using a structured methodological approach, the study synthesizes existing empirical findings and proposes a conceptual-analytical model for understanding anxiety-performance dynamics. The results indicate a statistically significant inverse relationship between anxiety levels and English proficiency, with test anxiety emerging as a dominant predictor. The findings contribute to both theoretical and practical domains by offering a structured model for educators and policymakers to design interventions that mitigate anxiety and optimize learning outcomes in technical education settings.

Language Learning Anxiety, English Proficiency, Technical Education, Empirical Modeling

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