Investigating Foreign Language Learning Anxiety: A Case of Saudi Undergraduate EFL Learners

Abstract

This study investigates the level and sources of foreign language learning anxiety experienced by Saudi students studying at King Khalid University (KKU). It also aims to examine the differences between the level of language anxiety and the students’ study level. For this purpose, 97 English majored students from different levels were purposively chosen to participate in this study. The research instrument used in this study was Foreign Language Classroom Anxiety Scales (FLCAS) developed by Horwitz, Horwitz, & Cope (1986). The collected data were analyzed using the Statistical Package for Social Sciences (SPSS) version 17.0. The results obtained from this study revealed a moderate level of anxiety as reported by the students. The students experienced different sources of language anxiety such as communication apprehension, anxiety of English classes, fear of negative evaluation, and test anxiety. Also, no statistically significant differences were found between the students’ level of anxiety and their level of study. The results of this study suggest that the classroom atmosphere should be motivating and encouraging. Teachers are recommended to deal with anxiety-provoking situations carefully as they are the most involved part in this process.