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Recent research efforts in teacher education in Nigeria have largely focused on innovative instructional delivery with little attention to learner-related variables such as language anxiety and prior knowledge that can influence learning outcomes in English composition in ESL classrooms. Notwithstanding these interventions, the problems of mass failure and poor quality of essays still persist in Nigerian schools. Studies have confirmed that language-related anxiety and prior knowledge in ESL classroom can influence students’ achievement irrespective of the quality of instruction received by learners in a second/foreign language classroom. Therefore, this study examined the relationship between language anxiety and prior knowledge on achievement in expository essay. Three null hypotheses were tested at a 0.05 level of significance, and 350 participants were randomly selected from four senior secondary schools. Data were collected using two research instruments and the results showed that there was no significant relationship between the independent variables and students’ achievement in expository essay. Also, there were no composite and relative contributions of language anxiety and prior knowledge on students’ achievement in expository essay. The study was concluded by making recommendations to ESL teachers and students on how to improve achievement in expository writing.

Influence of Language Anxiety and Prior Knowledge on ESL Students’ Achievement in Expository Essay in Ibadan North LGA, Nigeria