scholarly journals Foreign Language Anxiety in Saudi Classroom: A Case Study of Saudi Tertiary Female Students in Prince Sattam University

2017 ◽  
Vol 10 (5) ◽  
pp. 28
Author(s):  
Asjad Ahmed Saeed Balla
Keyword(s):  
Foreign Language ◽  
English Proficiency ◽  
Communication Apprehension ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Saudi Students ◽  
Great Fear ◽  
Major Factors ◽  
High Level

This paper investigates the level of anxiety due to learning English as a foreign language. It tries to answer these questions: 1-Is anxiety a factor in hindering English proficiency? 2-Does anxiety lead to fear of communication? 3- Which type of anxiety is high among tertiary level female Saudi students? The Foreign Language Anxiety Classroom Scale (FLACS) used as an instrument. The data was collected and statistically analysed through SPSS. This paper revealed that anxiety was one of the major factors that impeded English proficiency. Besides, anxiety also caused fear of communication among the students. Furthermore, it was found that the learners had got a high level of communication apprehension that hindered their contact with their teachers and others. This was followed by test anxiety in which the students expected to fail their test. Students showed great fear of test as they feared to be negatively assessed by teachers, this fact had created great anxiety that influenced their attitudes and behaviour as well.

scholarly journals Foreign Language Anxiety in Student’s Speaking and Writing Skills

2020 ◽  
Vol 3 (1) ◽  
pp. 66-79
Author(s):  
Dede Rohadi Fajri
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Classroom Observation ◽  
Writing Skills ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Specific Information ◽  
Language Class

The objective of this research was on the level of Foreign Language Anxiety that experienced by students. In this research, the researcher was use the Qualitative research as the method in implementing case study. The sources of data were 30 students of the second semester of Banten Jaya University. For collecting data that used in this study include classroom observation, questionnaires and interview. The questionnaire used to obtain specific information data was gathered from the participants by FLCAS of Horwitz et all (1986). From the result of FLCAS questionnaire, there were 10 students who felt very anxious with percentage 33.33%, 8 students felt anxious with the percentage 26.67%, 8 students felt mildly anxious with the percentage 26.67%, 4 students felt relaxed with the percentage 13.33% and there was no student who felt very relaxed. Then, the result of WAT questionnaire were 7 students felt very anxious with percentage 23.33%, 8 students felt anxious with the percentage 26.67%, 9 students felt mildly anxious with the percentage 30%, 6 students felt relaxed with the percentage 20% and there was no student who felt very relaxed. Based on the findings of the present study, several conclusions can be made: First, students’ anxiety in speaking showed that the students never felt quite sure of themselves when they were speaking in foreign language class. Second, students’ anxiety in writing above showed that most of students avoided writing in English.

scholarly journals Variations in motivation, anxiety and boredom in learning English in Second Life

2016 ◽  
Vol 24 (1) ◽  
pp. 25 ◽  
Author(s):  
Mariusz Kruk
Keyword(s):  
Foreign Language ◽  
Second Life ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Motivation To Learn ◽  
Low Level ◽  
Second Year ◽  
High Level ◽  
Level Of Motivation ◽  
Learning English

The article presents the results of a study whose main aim was to investigate the changes in motivation, language anxiety and boredom in learning English in Second Life. The sample consisted of 16 second year students of English philology. The study was conducted over the period of a summer semester. During that time the participants in the study were asked to use Second Life and practice English there in their own time. The data were obtained by means of a background questionnaire and session logs and subjected to quantitative and qualitative analysis. The results show that the students declared quite a high level of motivation to learn English in Second Life, a low level of anxiety and a relatively low level of boredom. In addition, the findings of the study revealed that both the reported motivation as well as the experience of boredom fluctuated over time. In contrast, the levels of foreign language anxiety declared by the subjects remained almost unchanged. Possible causes of such fluctuations are offered.

scholarly journals Exploring the Factors of Foreign Language Anxiety Among Chinese Undergraduate English Majors and Non-English Majors

2018 ◽  
Vol 8 (5) ◽  
pp. 142
Author(s):  
Mehwish Naudhani ◽  
Zhijie Wu ◽  
Sehrish Naudhani
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Middle Level ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
English Majors ◽  
High Level ◽  
Classroom Anxiety

The study aims to examine three factors of foreign language anxiety i.e. speaking anxiety, foreign language classroom anxiety and teacher-generated anxiety, among Chinese English majors and non-English majors. The data were analysed to find out which of these factors invoke more anxiety. Research data collection was done via Foreign Language Anxiety Scale. A total number of subjects are 101, including 51 English majors and 50 non-English majors, with Chinese as their mother-tongue and learning English as a second language at university. The results revealed that English majors feel the middle level of foreign language speaking and classroom anxiety while Non-English majors experience high level of foreign language speaking and classroom anxiety. Moreover, both groups felt more anxious when they spoke to the teacher. Keeping in view the results of the study, some follow-up studies are recommended.

scholarly journals Does High Anxiety Decrease Motivation for Learning English as a Foreign Language?

2019 ◽  
Vol 8 (2) ◽  
pp. 113
Author(s):  
Huda M. Almurshed ◽  
Wafa Aljuaythin
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
King Saud University ◽  
Motivation For Learning ◽  
Language Classroom ◽  
High Level ◽  
Level Of Motivation ◽  
Learning English

This study investigates the relationship between the level of foreign language anxiety experienced by Saudi female English learners at a Saudi university and the level of their motivation in learning English as a foreign language. The participants were 40 female second-year university students. The instruments the researchers used to gather the data were two questionnaires: Horwitz, Horwitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) and Gardner’s (2006) Attitude/Motivation Test Battery (AMTB). The data were analyzed by calculating the percentages of students’ responses to each item. The findings revealed that Saudi female English learners at King Saud University experienced high levels of foreign language anxiety. The findings also revealed that the learners were highly motivated to learn English. This demonstrates that a high level of motivation to learn English does not prevent the occurrence of a significant level of anxiety. That is, motivation can control foreign language anxiety and assist anxious learners in their determination to learn English.

scholarly journals Language Anxiety: A Case Study of the Perceptions and Experiences of Students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates

2016 ◽  
Vol 9 (9) ◽  
pp. 185 ◽  
Author(s):  
Rola Ahmed Lababidi
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
United Arab Emirates ◽  
Education Institution ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Future Research ◽  
Second Phase ◽  
Higher Education Institution

<p>This case study explores and investigates the perceptions and experiences of foreign language anxiety (FLA) among students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates. The first phase explored the scope and severity of language anxiety among all Foundation level male students at a college in the UAE. In the second phase of the study, focus group (FG) interviews with students were conducted to gain a deeper understanding of the possible sources of anxiety about language learning and its manifestations, as well as consideration of the strategies that may be used to alleviate its negative effects. The findings indicate that some of the student participants in this case study experienced moderate to high levels of anxiety in the second language classrooms. The findings from the FG indicate that foreign language anxiety could be attributed to a number of variables. The results highlight a number of implications and recommendations for future research.</p>

scholarly journals Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher Education Learners

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Rhodora R. Jugo
Keyword(s):  
Teacher Education ◽  
Regression Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Proficiency ◽  
Negative Relationship ◽  
The Philippines ◽  
Language Anxiety ◽  
Foreign Language Anxiety

This study has focused on determining the level, sources, and causes of foreign language anxiety of students taking up teacher education courses in the Philippines and how language anxiety affects the English proficiency of the respondents and their language learning. A total of 242 learners from a Philippine-based learning institution answered an English proficiency exam (EPE) and a questionnaire comprising two parts: a 30-item English Language Anxiety Scale (ELAS) and a set of questions on causes of anxiety and effects on language learning. Means, standard deviation, frequency, and percentage were calculated and used to characterize language anxiety level, sources, and causes. Correlation and regression analyses of the language anxiety variables and English proficiency of the respondents were then conducted. Follow-up interviews were also done for selected respondents in order to understand the nature and mechanism of the investigated relationships. The results confirmed that the speaking activity, error correction, and communicating with English speakers are sources of high anxiety of the Filipino learners, while the writing activity, negative self-perception, and noncomprehension are sources of moderate anxiety. All of the sources of anxiety were shown to have a significant negative relationship with second language anxiety, and simple regression analysis revealed that foreign language anxiety is a significant predictor of English proficiency. However, further analysis of the specific sources of anxiety using multiple regression analysis identified speaking activities anxiety as the only significant predictor of English proficiency.

scholarly journals Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia

2019 ◽  
Vol 10 (1) ◽  
pp. 305
Author(s):  
Abdulrahman Akram Alsaleem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Learning And Teaching ◽  
Saudi Students ◽  
Efl Students ◽  
The Impact

This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia.&nbsp;The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning.&nbsp;

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