Foreign Language Learning Anxiety in Virtual Classroom During the Covid-19 Pandemic: Tunisian Students of English as a Case Study

Abstract

Foreign language learning anxiety (FLLA) is one of the most vastly studied variables in the field of foreign language learning (Horwitz, 2001). It is widely conceived as an obvious factor, in foreign language learning, which explained why some learners are more successful at learning and acquiring a foreign language than others though the settings and circumstances of learning are alike. 
 The aim of this paper is to address the issue of foreign language learning anxiety that Tunisian students of English suffered from when they learn ‘behind the screen’ during the Covid-19 pandemic, by surveying 50 students enrolled in the Tunisian public universities and institutes.
 The foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz, and Cope (1986), the most widely used scale for assessing general foreign language anxiety, is used in this research to inspect the anxiety level the learners face. 
 Results of the survey reveal a significant relationship between foreign language anxiety and the academic level, whereas no significant relationship between gender and foreign language learning anxiety is marked.
 Investigating online learning in relation with foreign language learning anxiety can provide guidance and recommendations for teachers, course designers, pedagogues how to deal with learners behind the screen.