Abstract
This study examines the educational and psychological need for learning English and understands various anxieties. The first section, a literature review, examines the theoretical underpinnings of educational and psychological needs for English language learning and anxiety. An important subject running through this research is how anxiety plays a role in English language learning. On either hand, a student’s psychological state can affect the learning of the English language. A psychological factor focuses on the emotional or spiritual components of a student’s learning. In English as a foreign language-learning setting, the four essential psychological needs as stated in self-determination theory (i.e., autonomy, competence, relatedness, and novelty) are met. The major goal of this study was achieved using a quantitative technique. A mixed methodology was selected, which comprises both quantitative and qualitative methods for this research. A total of 70 enrolled students in the English language took part in this study. It has been identified that students in this study reportedly found it hard to talk in EFL classrooms, because of the anxiety. It shows that foreign language anxiety still has an important amount of power in explaining language achievement. It is found that education and psychological needs motivate students to learn the English language. The data also indicated that nearly all psychological elements are interconnected and have a significant impact on the students’ speaking performance in the context.