The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University

Abstract

Teaching a language is a complex but interesting process. It involves teacher, learner, curriculum, and learning environment. Also this process is affected by certain social, cultural and psychological factors. This study is aimed at investigating the effectiveness of a proposed program for developing EFL learners' engagement in learning English. The sample of this study consisted of 103 females (M = 19.260, SD = 0.876 years), it was divided into two groups; the experimental group consisted of 53 girls and the control group consisted of 50 girls. Students' engagement was measured by the Handelsaman, Briggs, Sullivan, and Towler (2005) questionnaire, while their foreign language anxiety was measured by the Horwitz, Horwitz and Cope (1986) questionnaire. Students' motivation was measured by Gardner's (1985) Attitude and Motivation Test Battery (AMTB). The research applied continued for three months which included the proposed program. The data proved that there were statistically significant differences between the experimental group and the control group on the post-test of the engagement questionnaire, the foreign language anxiety scale as well as the students' motivation dimensions, showing a significant increase in students' engagement and motivation in favor of the experimental group. The findings also indicated that there were statistically significant differences between the pre-test and post-test results for the experimental group on the students' engagement and motivation. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of students' engagement and motivation training for the students with foreign language anxiety. The paper concludes that more training should be given in using all engagement activities by embedding them in regular classroom activities. Suggestions are offered for future research.

Teachers’ and Students’ Roles in Reducing Foreign Language Anxiety

“…The affective approach aims to reduce the negative experiences associated with learning a foreign language and encompasses various therapeutic techniques. These techniques include systematic desensitization (Fuller, 1978;Kráľová & Sorádová, 2015) , biofeedback (Walton, 1981), support groups (Horwitz & Young, 1991), relaxation (Ratanasiripong et al, 2010), meditation (Highet, 2015), engagement programs (Ismail, 2016), doodling (Siagto-Wakat, 2017), and recall techniques (Cinkara, 2016). These approaches aim to address and alleviate FL anxiety, fostering a more positive language learning experience.…”

“…A fair solution entails parents applying appropriate levels of pressure that encourage their children to learn without overwhelming them. However, this approach presents its own challenges for parents (Ismail, 2016).…”

“…Based on the current literature, throughout the world several studies are conducted on strategies that eliminate foreign language anxiety among EFL/ESL learners. The most common ones are: communication, test anxiety, and fear of negative evaluation, classroom activities classroom activities, friendly atmosphere of the classroom, cooperative learning, clear instruction, pace of speech from teachers, self-concept of competence, teachers' behavior, classroom management, Learner's autonym, Identify anxious leaners, uses of technology in the classroom (Abdurahman et al, 2018;Aida, 1994;Alcala, 2002;Anandari, 2015;Atifnigar, Zaheer, et al, 2020;Atifnigar et al, 2021Atifnigar et al, , 2022Brown, 2000;Cinkara, 2016;Fuller, 1978;Grant et al, 2014;Hashemi, 2011;Horwitz et al, 1986;Ismail, 2016;Johnson, 2006;Mejias et al, 1991;Nagahashi, 2007;Otieno et al, 2016;Pappamihiel, 2002;Paradowski et al, 2015;Ratanasiripong et al, 2010;Saunders & Crookall, 1985;Shams, 2005;Siagto-Wakat, 2017;Tanveer, 2007;Tonks et al, 2013;Underwood, 2012;Von Worde, 2003;Walton, 1981;Woodrow, 2006;Young, 1990).…”

Integrative Systemic Therapy in Foreign Language Learning: A Practical Framework for Managing Foreign Language Listening Anxiety among Iranian EFL Learners

“…Considering the importance of Foreign Language Anxiety (FLA) in the success of foreign language learning, a substantial body of research has been directed toward examining its causes and effects on language achievement (Gonen, 2009;Horwitz et al, 1986;Kim, 2000). Other studies attempted to develop and adopt strategies to alleviate foreign language anxiety of EFL students (Hashemi & Abbasi, 2013;Ismail, 2016;Mejías, Applebaum, Applebaum, & Trotter, 1991). However, the proposed strategies and psychological interventions have been selected and used without any consideration of specific characteristics of EFL learners.…”

“…The cognitive approach focuses on changing learners' own cognitive appraisals (Hashemi & Abbasi 2013;Hismanoglu & Hismanoglu, 2010;Lee, 2016;Mejías, Applebaum, Applebaum, & Trotter, 1991;Nagahashi, 2007). The affective approach attempts to eliminate or reduce the negativity of the foreign language experience (Cinkara, 2016;Ismail, 2016;Oxford, 2015;Ratanasiripong, Sverduk, Hayashino, & Prince, 2010;Siagto-Wakat, 2016). In behavioral approach, premise is that FLA occurs as a result of poor language skills, and attempts to train learners in skills through different methods and techniques (Grant, Huang, & Pasfield-Neofitou, 2014;Lord, 2005;Shams, 2005).…”