Studying Foreign Language Anxiety with its Causes and Effects: A case of King Khalid University EFL Learn

Koka, Nisar Ahmad; Islam, Mohammad Nurul; Osman, Mohammed

doi:10.24093/awej/efl1.1

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study findings showed that most Saudi EFL college beginners experience a moderate level of FLA. This finding aligns with previous research findings (Mohammed, 2015;Alshahrani, 2016;Bhatti et al, 2016;Koka et al, 2019). They also revealed that gender did not affect FLA levels among EFL learners.…”

Section: Conclusion and Discussionsupporting

confidence: 92%

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

Alsalooli

Tale’

2022

jltr

View full text Add to dashboard Cite

As a common psycholinguistic barrier that hinders EFL learning, Foreign Language Anxiety (FLA) has become an important study area in EFL learning and teaching. This study investigated the level and causes of FLA among 69 first-year EFL learners at Bisha University in Saudi Arabia. The influence of gender on the level of FLA was also examined. Moreover, the study examined the impact of FLA on the participants' language achievement. The researchers utilized a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS). The Statistical Package for the Social Sciences (SPSS) and Microsoft Excel were used to analyse the data. The results showed that most learners typically had a moderate level of FLA caused by communication apprehension and fears related to negative feedback and language tests. The results also revealed that gender does not affect the level of FLA. In addition, the results indicated that high levels of FLA among learners had a significant impact on their performance. Based on these findings, this study provided recommendations for teachers to mitigate the causes of FLA.

show abstract

Section: Conclusion and Discussionsupporting

confidence: 92%

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

Alsalooli

Tale’

2022

jltr

View full text Add to dashboard Cite

show abstract

“…Most of these issues are linked to factors that lead to increased fluency in English speaking and, as a result, improved language efficiency, especially when it comes to the question of learning English as a foreign language. Anxiety to speak English is one of the causes that has been identified as having an effect on language learners' success and, as a result, on language learning (Koka et al, 2019;Hussain et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students

Hussain

Akhtar

Shabbir

et al. 2021

HSSR

View full text Add to dashboard Cite

Purpose of the study: This study aims to explore the possible causes of speaking anxiety among Pakistani university students in an engineering university in Karachi. Another aim of this study is to find out the strategies used by these students to cope with the anxiety they have while speaking English as a second or foreign language. Methodology: The research was qualitative and used an open-ended questionnaire to take the detailed responses of the participants. 80 (40 males and 40 females) participants were selected for this study using the purposive sampling technique. The researchers also translated the tool into the Urdu language to make it more intelligible for the participants. Main Findings: The causes of speaking anxiety were lack of confidence, vocabulary, fear of being ridiculed, peer pressure, facing a lot of people, rules of grammar, lack of preparation, fear of making mistakes, and negative attitude of the teacher and the coping strategies were avoiding the audience, taking help from teacher or peer, preparing well, taking deep breaths, facilitating anxiety, distracting the anxiety, self-talk/praise, restarting, physical movement, using humor and maintaining eye contact with only one person. Applications of this study: This study is useful for the teachers teaching courses related to speaking English as a second or foreign language. This study will help the teachers in tracing the explored elements of anxiety in a class in general and in a student in particular. They will try to mold their pedagogy to make the learning process more enjoyable and less anxious. Novelty/Originality of this study: The current study explores the elements of speaking anxiety in the Pakistani context. Earlier studies have implemented pre-invented tools rather than unearthing the anxiety-provoking elements. Hence, this study can be considered as an ice breaker when it comes to exploring the elements of speaking anxiety in the Pakistani context.

show abstract

“…Most of these issues are associated with the factors that result in better fluency in English speaking, leading to better performance in the language, particularly when it comes to the questioning of learning English as a foreign language. One factor that has been underlined to influence the performance of language learners, which in turn affects language learning and use, is anxiety to speak English (Limbago et al, 2019;Koka, Islam, and Osman, 2019).…”

Section: Introductionmentioning

confidence: 99%

English Language Speaking Inhibitions and Coping Strategies of Filipino Teachers

Nunez

2023

AIDE-IRJ

View full text Add to dashboard Cite

In several casual conversations with Filipino teachers in professional trainings in the south-central area of Maryland, many have shared that they are not exempt from communication difficulties in speaking the English Language, such as inhibitions. Admittedly, on many occasions, they have lofty ideas to share during group activities and interactions. Still, something stunts their tongue, and they keep the ideas to themselves or share them with fellow Filipino teachers. This study determined the level of English Language speaking inhibitions as well as the coping strategies of Filipino Teachers in South Central Maryland. It determined the relationship between and among the teachers’ profiles, their level of inhibition, and their use of coping strategies. Mixed methods research design was used involving 136 teachers in South Central Maryland. The study revealed that the respondents had a low level of inhibitions in items under Cognitive, Affective, and Peer-related factors except for the mastery of grammar, where a moderate level of inhibition existed. In the interview, the respondents revealed that there are factors that surround the English language speaking inhibitions: the preparation and experiences, the overall personality of the teacher, and the level of support in the workplace. In terms of coping strategies, the respondents use multimedia resources as well as peer-enhanced activities.

show abstract

Studying Foreign Language Anxiety with its Causes and Effects: A case of King Khalid University EFL Learn

Cited by 5 publications

References 0 publications

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

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

Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students

English Language Speaking Inhibitions and Coping Strategies of Filipino Teachers

Contact Info

Product

Resources

About