Saudi EFL Learners’ FLA: Levels, Causes, Gender, and Impact on Academic Performance

Alsalooli, Rahaf A.; Tale’, Mazeegha Ahmed Al

doi:10.17507/jltr.1301.17

Cited by 4 publications

(8 citation statements)

References 14 publications

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“…In this sense, practicing in public, including attempts and failures, could result in embarrassment, disappointment and apprehensive actions. This is in line with previous research findings (Alsalooli and Al-Tale, 2022; Mahdi, 2015) which revealed a significant relationship between EFL learners' CA and CC. The tendency toward apprehension showed up in FL contexts due to unsatisfactory tasks, a lack of input flood and first language overuse.…”

Section: Discussionsupporting

confidence: 93%

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

Muftah

2023

HESWBL

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PurposeCommunication apprehension (CA) is the fear or anxiety about communicating. In addition, self-perceived communication competence (SPCC) refers to the learners' perception of their competence. CA hampers individuals' ability to communicate effectively in various communication contexts, which has an impact on their employability. Confident communicators with effective communication skills are important issues for graduation as well as desirable attributes for recruiting agencies. Given that employers value graduates who can communicate effectively in the workplace without any apprehension, this study was designed to determine the levels of CA and SPCC among final-year non-English major undergraduate students in Saudi Arabia and the extent to which SPCC could affect their CA when speaking in English with implications for their employability as the next generation of workers.Design/methodology/approachTwo survey questionnaires were administered to 70 non-English major undergraduate students in their final year employing probability random sampling to measure their CA level and to assess their SPCC in different English as foreign language (EFL) contexts. Pearson's correlation and linear regression analysis were used to investigate the relationship between CA and SPCC. Data analysis was performed using descriptive statistics in SPSS 21.FindingsThe findings indicated a medium level of SPCC and CA. Moreover, the correlation formula revealed that there was a moderately significant association between learners' SPCC and their CA (r (70) = −0.524, p < 0.01). Through regression analysis, it was found that their SPCC could predict 27% of the variance in their CA. The moderate effect of SPCC on CA implied that students could be prepared to cope and perform in the workplace.Originality/valueWithout communication, the establishment and evolution of the human community are unattainable. This aspect is more evident and crucial in the list of graduate objectives and needed outcomes for future career endeavors. The findings encourage instructors and course designers to provide many learning opportunities in pleasurable learning environments to raise students' perceptions of their competence, in turn enhancing their confidence to speak in English and ensuring a smooth transition from academia to the workplace. Based on the findings, several suggestions for future studies in the EFL context are presented.

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Section: Discussionsupporting

confidence: 93%

“…2.2 Communication apprehension (CA) and foreign language (FL) learning FL Apprehension has emerged as a substantial area of research in EFL teaching and learning (Alsalooli and Al-Tale, 2022). Previous research has revealed that apprehension is a domain in oral communication in EFL interaction.…”

Section: Heswbl 136mentioning

confidence: 99%

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

Muftah

2023

HESWBL

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“…Students' encounter with "writing block" on tests is a good example of cognitive interference at the output stage (Cheng, 2004). According to Alsalooli and Al-Tale (2022), FLA "has become an important study area in EFL learning and teaching" (p. 145).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A growing number of studies have focused on gender differences and their correlation with written communication anxiety in the foreign language context (Alsalooli & Al-Tale, 2022;Al-Kubaisy, Hummadi, & Turki, 2019;Gerencheal, 2016;Liu, 2021;Mulyono, Liestyana, Warni, Suryoputro, & Ningsih, 2020) and reported inconsistent findings. For instance, Gerencheal (2016) investigated the differences in the anxiety level of third-year EFL learners at Mizan-Tepi University, Ethiopia.…”

Section: Literature Reviewmentioning

confidence: 99%

Gender Differences in Written Communication Anxiety among Libyan Postgraduates in Malaysia

Abdullah¹,

Alsohbo²,

Hassan³

2022

AWEJ

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Writing represents an essential language skill. However, anxiety is often an obstacle to students’ positive writing outcomes. In Libya, students face detrimental challenges in English writing due to factors such as a high level of Foreign Language Anxiety (FLA) which affects their written communication performance. This study, therefore, aims to examine gender differences in the level of written communication anxiety amongst Libyan postgraduates studying in Malaysian universities. The study employed a descriptive survey in which a self-administered questionnaire was used as a data-collection tool. The analysis was performed using descriptive statistics, including frequency and the Chi-square test. The findings revealed that most Libyan postgraduates in Malaysia experience a moderate level of writing anxiety, whereas none of them experience a low anxiety level. Additionally, no significant differences exist between male and female students regarding the level of written communication anxiety. It is hoped that this study could provide useful information that can be used by instructors to help students overcome writing anxiety and achieve positive learning outcomes. Nevertheless, this analysis is limited to gender differences in the level of written communication anxiety across gender and does not consider the types of anxiety experienced by Libyan postgraduates, which can be an important step for further investigation.

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“…English is the most spoken language in the world. The language used as lingua franca in global community (Alsalooli and Al-Tale', 2022). Therefore, become able to be fluent in English language is highly advantageous.…”

Section: Introductionmentioning

confidence: 99%

Male And Female Differences Of Writing Anxiety

Kenya Ariartha,

Rika Riwayatiningsih,

Yunik Susanti

2023

Fonologi

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This research aim to determine differences of writing anxiety and the cause factors behind the anxiety suffered by male and female students. The study is a quantitative study and adapted two types of questionnaires to collect the required data, (Second Language Writing Anxiety Inventory) by Cheng (2004) and CSLWAI (Cause of Second Language Writing Anxiety Inventory) by Rezaei and Jafari (2014). The subject of this study are 30 male students and 33 female students. The result showed that male students suffered cognitive anxiety, avoidance behavior anxiety and somatic anxiety. Meanwhile, female students suffered somatic anxiety and cognitive anxiety. Male students factors of writing anxiety are linguistic difficulties followed with writing techniques while female students only had writing techniques ad factors affecting their writing anxiety. In conclusion, male students had worse writing anxiety than female students. Therefore, develop teaching and learning method with the awareness of male and female students’ writing anxiety is highly recommended in order for students to be able to learn English language effectively.

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Saudi EFL Learners’ FLA: Levels, Causes, Gender, and Impact on Academic Performance

Cited by 4 publications

References 14 publications

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

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

Gender Differences in Written Communication Anxiety among Libyan Postgraduates in Malaysia

Male And Female Differences Of Writing Anxiety

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