scholarly journals Foreign Language Anxiety in Saudi Classroom: A Case Study of Saudi Tertiary Female Students in Prince Sattam University

2017 ◽  
Vol 10 (5) ◽  
pp. 28
Author(s):  
Asjad Ahmed Saeed Balla
Keyword(s):  
Foreign Language ◽  
English Proficiency ◽  
Communication Apprehension ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Saudi Students ◽  
Great Fear ◽  
Major Factors ◽  
High Level

This paper investigates the level of anxiety due to learning English as a foreign language. It tries to answer these questions: 1-Is anxiety a factor in hindering English proficiency? 2-Does anxiety lead to fear of communication? 3- Which type of anxiety is high among tertiary level female Saudi students? The Foreign Language Anxiety Classroom Scale (FLACS) used as an instrument. The data was collected and statistically analysed through SPSS. This paper revealed that anxiety was one of the major factors that impeded English proficiency. Besides, anxiety also caused fear of communication among the students. Furthermore, it was found that the learners had got a high level of communication apprehension that hindered their contact with their teachers and others. This was followed by test anxiety in which the students expected to fail their test. Students showed great fear of test as they feared to be negatively assessed by teachers, this fact had created great anxiety that influenced their attitudes and behaviour as well.

scholarly journals Foreign Language Anxiety in Student’s Speaking and Writing Skills

2020 ◽  
Vol 3 (1) ◽  
pp. 66-79
Author(s):  
Dede Rohadi Fajri
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Classroom Observation ◽  
Writing Skills ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Specific Information ◽  
Language Class

The objective of this research was on the level of Foreign Language Anxiety that experienced by students. In this research, the researcher was use the Qualitative research as the method in implementing case study. The sources of data were 30 students of the second semester of Banten Jaya University. For collecting data that used in this study include classroom observation, questionnaires and interview. The questionnaire used to obtain specific information data was gathered from the participants by FLCAS of Horwitz et all (1986). From the result of FLCAS questionnaire, there were 10 students who felt very anxious with percentage 33.33%, 8 students felt anxious with the percentage 26.67%, 8 students felt mildly anxious with the percentage 26.67%, 4 students felt relaxed with the percentage 13.33% and there was no student who felt very relaxed. Then, the result of WAT questionnaire were 7 students felt very anxious with percentage 23.33%, 8 students felt anxious with the percentage 26.67%, 9 students felt mildly anxious with the percentage 30%, 6 students felt relaxed with the percentage 20% and there was no student who felt very relaxed. Based on the findings of the present study, several conclusions can be made: First, students’ anxiety in speaking showed that the students never felt quite sure of themselves when they were speaking in foreign language class. Second, students’ anxiety in writing above showed that most of students avoided writing in English.

scholarly journals Variations in motivation, anxiety and boredom in learning English in Second Life

2016 ◽  
Vol 24 (1) ◽  
pp. 25 ◽  
Author(s):  
Mariusz Kruk
Keyword(s):  
Foreign Language ◽  
Second Life ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Motivation To Learn ◽  
Low Level ◽  
Second Year ◽  
High Level ◽  
Level Of Motivation ◽  
Learning English

The article presents the results of a study whose main aim was to investigate the changes in motivation, language anxiety and boredom in learning English in Second Life. The sample consisted of 16 second year students of English philology. The study was conducted over the period of a summer semester. During that time the participants in the study were asked to use Second Life and practice English there in their own time. The data were obtained by means of a background questionnaire and session logs and subjected to quantitative and qualitative analysis. The results show that the students declared quite a high level of motivation to learn English in Second Life, a low level of anxiety and a relatively low level of boredom. In addition, the findings of the study revealed that both the reported motivation as well as the experience of boredom fluctuated over time. In contrast, the levels of foreign language anxiety declared by the subjects remained almost unchanged. Possible causes of such fluctuations are offered.

scholarly journals Exploring the Factors of Foreign Language Anxiety Among Chinese Undergraduate English Majors and Non-English Majors

2018 ◽  
Vol 8 (5) ◽  
pp. 142
Author(s):  
Mehwish Naudhani ◽  
Zhijie Wu ◽  
Sehrish Naudhani
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Middle Level ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
English Majors ◽  
High Level ◽  
Classroom Anxiety

The study aims to examine three factors of foreign language anxiety i.e. speaking anxiety, foreign language classroom anxiety and teacher-generated anxiety, among Chinese English majors and non-English majors. The data were analysed to find out which of these factors invoke more anxiety. Research data collection was done via Foreign Language Anxiety Scale. A total number of subjects are 101, including 51 English majors and 50 non-English majors, with Chinese as their mother-tongue and learning English as a second language at university. The results revealed that English majors feel the middle level of foreign language speaking and classroom anxiety while Non-English majors experience high level of foreign language speaking and classroom anxiety. Moreover, both groups felt more anxious when they spoke to the teacher. Keeping in view the results of the study, some follow-up studies are recommended.

scholarly journals Does High Anxiety Decrease Motivation for Learning English as a Foreign Language?

2019 ◽  
Vol 8 (2) ◽  
pp. 113
Author(s):  
Huda M. Almurshed ◽  
Wafa Aljuaythin
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
King Saud University ◽  
Motivation For Learning ◽  
Language Classroom ◽  
High Level ◽  
Level Of Motivation ◽  
Learning English

This study investigates the relationship between the level of foreign language anxiety experienced by Saudi female English learners at a Saudi university and the level of their motivation in learning English as a foreign language. The participants were 40 female second-year university students. The instruments the researchers used to gather the data were two questionnaires: Horwitz, Horwitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) and Gardner’s (2006) Attitude/Motivation Test Battery (AMTB). The data were analyzed by calculating the percentages of students’ responses to each item. The findings revealed that Saudi female English learners at King Saud University experienced high levels of foreign language anxiety. The findings also revealed that the learners were highly motivated to learn English. This demonstrates that a high level of motivation to learn English does not prevent the occurrence of a significant level of anxiety. That is, motivation can control foreign language anxiety and assist anxious learners in their determination to learn English.

scholarly journals Investigating Foreign Language Learning Anxiety Among Yemeni University EFL Learners: A Theoretical Framework Development

2018 ◽  
Vol 11 (10) ◽  
pp. 38
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
General Level ◽  
Efl Students ◽  
High Level ◽  
Framework Development

This study aimed at investigating the level of foreign language anxiety experienced by Yemeni University EFL students. Although many scales have been developed to measure the level of anxiety, each scale investigates anxiety in one skill except Foreign Language Classroom Anxiety Scale (FLCAS) which investigates anxiety mainly in speaking and listening. The current study developed a new scale called Foreign Language Anxiety Scale (FLAS) which fused the three scales with modifications in order to investigate the level of anxiety in the four skills. This scale scored .807 in Cronbach’s Alpha Validity test. The participants are 155 Yemeni University students and the results of the analysis revealed that 13% of the students experienced high level of anxiety, 69% experienced moderate level of anxiety, and 18% experienced low level of anxiety. The general level of anxiety among Yemeni university EFL students is moderate as they score 138 out of 240.

scholarly journals How Fear Affects EFL Acquisition: The Case of “Terminale” Students in Cameroon

2021 ◽  
Vol 3 (4) ◽  
pp. 63-70
Author(s):  
Solange SWIRI TUMASANG
Keyword(s):  
Secondary Students ◽  
Communication Apprehension ◽  
Participant Observation ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Learners ◽  
Self Confidence ◽  
Language Class ◽  
High Level

Despite the growing interest in investigating and exploring potential causes and the manifestation of language anxiety amongst EFL learners, the potential sources of this complicated phenomenon have not been widely researched and identified in the Cameroonian context. Horwitz and Young (1991, P.14) state, “we have been truly surprised at the number of students who express anxiety and distress in their language class”. This paper sets out to investigate the potential causes of fear, its manifestation and the possible recommendation to salvage this problem that significantly affects EFL acquisition in final year secondary students of the French subsystem (Terminale) of education in Cameroon. The theoretical framework for this study is the foreign language anxiety scale as established by Horwitz et al. (1986). Data collection involves participant observation and a questionnaire administered to 100 students. The findings revealed that Cameroonian EFL learners experience a very high level of fear, ranging from communication apprehension and fear of a negative evaluation. The conclusion points out that fear is due to the non-mastery of basic structures and therefore questions the appropriateness of the approach used in teaching EFL in Cameroon. The paper proposes possible strategies to effectively teach EFL that will reduce language anxiety and promote self-confidence in the learners. Fighting against erroneous beliefs such as “C’est Dieu qui donne l’anglais” (English is a gift from God) will also help students get more implicated in learning English.

scholarly journals FACTORS CAUSING FOREIGN LANGUAGE ANXIETY (FLA) IN SPEAKING

2018 ◽  
Vol 2 (2) ◽  
pp. 46-57
Author(s):  
Alheru Akbar ◽  
Dedi Sofyan ◽  
Indah Damayanti
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
English Education ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Study Program ◽  
Quantitative Design ◽  
Academic Year

This research attempted to find out the factors causing foreign language anxiety in speaking. This research was  carried out by employing descriptive quantitative design. The population of this research was the third semester students of English Education Study Program of University of Bengkulu in academic year 2017/2018. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 29questions related to the anxiety. The results of this study showed that the students mostly had the anxiety. There were three factors that causing the anxiety of the students in speaking; Test Anxiety (Mildly Affected; Mean Score: 3.09), Fear of Negative Evaluation (Mildly Affected;Mean Score: 3.00), and Communication Apprehension (Mildly Affected; Mean Score: 2.90). In conclusion, there were three factors that causing the student’ anxiety in speaking, and the most dominant factors is the Test Anxiety.  In addition, from the test anxiety, it was found that mostly students were afraid of the consequences failing their speaking class

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