Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

Abstract

This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented.

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