Abstract
The purpose of this study is to investigate the factors that trigger language anxiety among Saudi learners in English as Foreign Language (EFL) classrooms. The factor of anxiety is especially found among learners while developing proficiency in over all communication and speaking skills as felt by the EFL teachers. The study also seeks to answer the questions like what are the socio-cultural factors as well as psycholinguistic factors that cause language anxiety. Furthermore, this study also explores strategies that can be designed and used to cope with language anxiety successfully. The scope of the study is limited to the college and university English teachers and subject specialists working in public sectors colleges and universities in Saudi Arabia.
Highlights
Encyclopedia of Psychology (2000) defines ‘anxiety’ as an emotion characterized by strong feelings of tension, worries and some physical changes including occasional increased blood pressure
The purpose of this study is to find out language anxiety in Saudi English as Foreign Language (EFL) learners from the perspective of the EFL teachers who are extensively teaching in the Kingdom
The main findings of this research study in the light of English teachers’ responses can be summed up here as; 1) Anxiety plays an important role in English as foreign language learning for the Saudi EFL learners
Summary
Encyclopedia of Psychology (2000) defines ‘anxiety’ as an emotion characterized by strong feelings of tension, worries and some physical changes including occasional increased blood pressure In other words, it may be conceived as a phobea (feeling of fear), dismay, or restlessness, neither the sufferer nor the people around may not notice any apparent reasons for anxiety leading to emotional and physical changes. The important and distinct role played by anxiety among various variables in foreign language (FL) learning is recognized by researchers Chastain (1975) and Scovel (1978). These researchers have shown foreign language anxiety found distinctive from construct of other anxieties (MacIntyre, 1993). Among foreign language learners, speaking in class is found to be the most anxiety provoking element (Aida, 1994)
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