Abstract
This study investigated preparatory year students from a Saudi University to identify anxiety they experience during their English language classes. The participants were 76 preparatory year students with high English language proficiency and 64 with low English language proficiency. A translated version of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986) was administered to generate data for this survey. Descriptive analyses and Independent-samples t-test were run to identify the participants’ perceptions related to four categories of Foreign Language (FL) anxiety as well as to see whether any significant differences exist due to their English language proficiency. The results of this study have revealed that Saudi EFL preparatory year students suffer from medium level of FL anxiety. Among four types of FL anxiety, the participants have reported that they suffer the most from communication anxiety followed by negative evaluation anxiety, anxiety of English classroom and test anxiety respectively. The present findings haven not exhibited any significant differences in the perceptions of Saudi preparatory year students regarding FL anxiety in relation to their English language proficiency. It is recommended that EFL teachers try their level best to decrease anxiety level by making their classroom proceedings interesting and stress free. This seems advisable for EFL teachers to enhance the possibilities of their students’ participation in class activities by letting them know in advanced so that they are able to prepare those topics well. Generally speaking, it transpires that though Saudi preparatory year students bear moderate level of FL anxiety that can easily be addressed by exploiting appropriate teaching techniques to help them overcome their anxiety and perform better in their language classes.
Highlights
There is no denying of the fact that English has acquired an important role in the modern world, and oil-rich Saudi Arabia has witnessed an unprecedented expansion in English Language Teaching (ELT)
This study investigated preparatory year students from a Saudi University to identify anxiety they experience during their English language classes
The results of this study have revealed that Saudi EFL preparatory year students suffer from medium level of Foreign Language (FL) anxiety
Summary
There is no denying of the fact that English has acquired an important role in the modern world, and oil-rich Saudi Arabia has witnessed an unprecedented expansion in English Language Teaching (ELT). Previous research has offered valuable insights into the fact that FL anxiety among EFL learners has been singled out as a major factor that impede the process of language learning and significantly hinders English language proficiency (Liu & Huang, 2011; Olivares-Cuhat, 2010; Krashen, 1987). Research has reported that during the last thirty years, FL anxiety has seriously been taken into account by the majority of known models of foreign/second language learning theories. This is valid by those who realized the importance of affective variables in the learning process including Krashen’s Monitor Model and his Affective Filter Hypothesis (Krashen, 1987), Intergroup Model (Giles & Byrne, 1982), www.ccsenet.org/ijel
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