Second language anxiety is an emotional reaction that diminishes second language learners' academic performance. Researchers have identified cognitive and affective factors as contributors to students' classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to investigate the effects of native language learning history, second language learning attitude, intrinsic/extrinsic motivation, and self-efficacy on students' second language classroom anxiety. Multiple regression results indicated that the affective factors, self-efficacy and attitudes about learning the target language, were significant predictors of students' English communication apprehension in the classroom.