Literature shows that English language learning anxiety (ELLA) has a debilitating effect on English language achievement (ELA) and that knowledge of ELLA is essential for successful language acquisition. Yet, most of these studies focus on English as a foreign language, leaving studies on English as a second language on the fringes of current literature, though the two are distinct. Thus, this paper examined the link between ELLA and ELA among Takoradi Technical University students. It also determined the individual relationships of ELLA components with the students’ ELA. Using Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale and students’ Examination scores, this paper tested students’ ELLA and ELA respectively with a sample of 351 students. A negative correlation was found between ELLA and ELA. Though the components of ELLA: Communication apprehension (CA), Test anxiety (TA) and Fear of negative evaluation (FNE), were negatively correlated with the students’ ELA, CA was most strongly correlated with ELA. Apparently, even in the context of English as a second language, the students were anxious when it comes to classroom communication. It is recommended that teachers support and encourage an interest in learning English and use classroom activities that are less likely to induce fear.