Abstract
This study aims to investigate the level and the sources of Foreign Language Speaking Anxiety (FLSA). To achieve this aim, a mixed-method approach was used by implementing a questionnaire and interviews. Eighty-five female Saudi EFL university students completed the questionnaire. Six of the most highly anxious students were identified according to the questionnaire results and interviewed. The findings revealed that the participants experienced a moderate level of FLSA in their English class. In addition, there are several sources of FLSA, which can be listed in the following order: fear of making mistakes, forced participation, lack of vocabulary, lack of practice, lack of grammar. Participants also reported other sources of anxiety such as fear of making pronunciation mistakes, the negative attitude of teachers and the need to give oral presentations. Based on the results, the study reached a conclusion and constructed a set of recommendations.
Highlights
Many researchers such as Horwitz, Horwitz,& Cope (1986) and Young (1992) have claimed that Foreign Language Anxiety (FLA) is one of the most psychologically debilitating phenomena that may negatively affect EFL learners’ language learning. Young (1991) noted that EFL learners may have to deal with unnecessary levels of anxiety when learning EFL, leading to tension and stress which reduces their self-confidence
The current study focuses on foreign language speaking anxiety, it is vital to understand the general concept of anxiety in psychology
What are the perceived sources that may contribute to Foreign Language Speaking Anxiety (FLSA) among Saudi EFL university students?
Summary
Many researchers such as Horwitz, Horwitz,& Cope (1986) and Young (1992) have claimed that Foreign Language Anxiety (FLA) is one of the most psychologically debilitating phenomena that may negatively affect EFL learners’ language learning. Young (1991) noted that EFL learners may have to deal with unnecessary levels of anxiety when learning EFL, leading to tension and stress which reduces their self-confidence. Many researchers such as Horwitz, Horwitz,& Cope (1986) and Young (1992) have claimed that Foreign Language Anxiety (FLA) is one of the most psychologically debilitating phenomena that may negatively affect EFL learners’ language learning. According to Horwitz (2001), FLA may inhibit the language learning process and is considered one of the most significant issues in psychology and education. Researchers have defined FLA as a phenomenon related to apprehension. Gardner and MacIntyre (1993) defined FLA as “the apprehension experience when a situation requires the use of foreign language and the individual is not fully proficient”. Horwitz et al (1986) the first scholars to introduce the concept of foreign language anxiety, defined it as “a distinct complex of self-perceptions, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process”
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