A Study of Language Anxiety among English Language Learners in Saudi Arabia

Abstract

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners' excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners' individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one's self-identity. Therefore, while needing to paying special attention to language learners' anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

“…12, No. 9;2019 affective factors into teacher education programmes and in-service teacher training programmes. Thus, it is possible to replace negative factors with positive ones.…”

“…Too often, when affective factors are researched in a given context, a specific language skill should be considered at a time. In the context of speaking, for instance, previous studies (e.g., Hamouda, 2013;Khaleghi, 2016;Hakim, 2019) pointed out that learners generally were motivated to speak. However, the researchers observed a high level of anxiety due to causes such as shyness, lack of confidence, fear of making mistakes, and pressure to achieve native-like language skills, have led learners to stay silent until they were individually singled out and asked to speak.…”

Communication apprehension and self-perceived communication competence: a study of undergraduate students in their final year

“…Teachers' inefficiency and students' apprehension are not independent. After examining apprehension in Saudi EFL students, Hakim (2019) suggested that teachers must employ effective and practical strategies while also being conscious of the level of apprehension in their students and the classroom atmosphere to address this issue. In other words, examining apprehension in Saudi EFL students can enhance the effectiveness of education policies by providing English instructors with critical information (Almesaar, 2022).…”

Effect of Anxiety and Self-Efficacy on Class Performance in Arabic Language Online Class

“…In summary, being frustrated, confused, and finding it difficult to read Arabic without its diacritics are the three anxiety measures that affect students learning. (Alqahtani, 2018;Alghamdi & Alharbi, 2019;Al-Sabbagh & Bataineh, 2020) that foreign language learners showed anxiety in online learning environments. Alqahtani ( 2018) reviewed the literature on Arabic EFL learners' anxiety in online language learning and found that they experienced different anxiety levels, including fear of technology, making mistakes, and failure.…”

“…Alqahtani ( 2018) reviewed the literature on Arabic EFL learners' anxiety in online language learning and found that they experienced different anxiety levels, including fear of technology, making mistakes, and failure. In their study, Alghamdi and Alharbi (2019) discovered that Saudi EFL learners experienced online learning anxiety due to technical difficulties, lack of interaction with peers, and fear of failure. A similar study conducted by Al-Sabbagh & Bataineh (2020) found that EFL learners in Jordan experienced anxiety in synchronous online learning environments due to fear of speaking in front of others and technical difficulties, among other reasons.…”