The Interplay Between Academic Procrastination and Research Anxiety Toward Research Courses of Rural-College EFL Students

Abstract

This current research aimed to investigate the relationship between EFL learners’ academic procrastination and their anxiety toward research courses across types, levels, gender, and grades. It involved sixty-seven EFL learners as participants of the correlational study employing the Research Anxiety Rating Scale (RARS) and Procrastination Assessment Scale – Students (PASS). The results revealed a strong correlation between library anxiety and writing test, writing preparation and examination, and writing supervision. On the other hand, negative correlations included preparation for exams and library anxiety, research writing and research competence, procrastination in the test, and reading exercises. The findings also revealed that learners tended to be anxious toward research courses and rationales toward procrastination. In terms of research anxiety across gender, female learners dominated males. Surprisingly, male learners outperformed females in academic procrastination. In terms of the grade difference, junior EFL learners outperformed senior learners in procrastination and anxiety.