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The purpose of this study was to investigate the possible relationship between brain hemispheric preferences, English learning anxiety and English as a foreign language listening and reading ability. The FLCAS for anxiety levels, the BPI for brain preferences, and the TOEIC for listening and reading ability were used. The participants in this study consisted of 88 college students. The study found a low correlation between the brain preferences and English learning anxiety. Likewise, the left-brain preference group was found to have a higher reading ability than the right-brain preference group. It is suggested that alternative teaching methods for right-brain preference students should be explored. A negative correlation was found between anxiety and English proficiency. Therefore, it is advisable that teachers should reduce the English anxiety of students through activities such as waiting for the students to be ready to answer questions, not making too strict rules in class, or correcting students' errors in an unobtrusive manner, if necessary.