Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

Abstract

This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented.

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

“…They also feel that their ability in speaking is inferior compared to their peers. This is distinctive from other studies which suggest that students feel the highest level of anxiety on fear of negative feedback, fear of failure, fear of making mistakes, and limited vocabulary (Alsowat, 2016;Sadighi & Dastpak, 2017).…”

Writing Anxiety Among Saudi Female Learners at Some Saudi Universities

“…Horwitz, Horwitz, and Cope (1986) defined language anxiety as "a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process" (p. 128). Thus, language anxiety has two dimensions: the first is related to the language using and learning and the second is related to the language itself (Alsowat, 2016).…”

“…According to Alsowat (2016), identifying the sources of second language writing anxiety can provide more understanding to the anxiety nature. It can also help teachers and instructors to find new strategies to reduce learners' second language writing anxiety.…”

“…Zheng (2008) argued that the sources of language anxiety are personal and interpersonal, learners' beliefs, teachers' beliefs about anxiety, interactions between teachers and learners, language testing, and classrooms procedures. Also, motivation, proficiency level, teachers, language skills, the level of the course, and culture are recognized as main sources of language anxiety (Alsowat, 2016). Furthermore, pressure from parents or language instructors, personality factors, and fear of being evaluated negatively are from the sources of language anxiety (Jen, 2003).…”

“…Several studies suggested that learners are different in their anxiety levels (Aljafen, 2013;Ekmekçi, 2018;Elif & Demet, 2019;Rezaei & Jafari, 2014). Furthermore, some researchers suggested that anxiety has some sources (Alsowat, 2016). Although many research has been done to investigate the effects of second language (L2) writing anxiety on second language learners, little has been made to investigate the effects of foreign language writing anxiety on foreign language learners (Aljafen, 2013).…”