Foreign language anxiety in female Arabs learning English: case studies
Abstract
A case study design was used to examine the experiences of female college students learning English as a Foreign Language in Saudi Arabia, where English is becoming an increasingly necessary skill and the culture is undergoing immense changes. Ten participants who reported experiencing moderate to high anxiety, five from the beginning level (Level 1) and five from a more advanced level (Level 3) of the college English programme, were examined. A multimethod approach – including questionnaires, classroom observation with field notes, and individual and group interviews – was used to gather information regarding the students' perspectives and behaviour. Particular attention was paid to the students' own perspectives on their experiences of anxiety. Each participant's experiences were examined individually, then compared and analysed in the context of existing research literature. Although some factors, such as teacher-student interactions and teacher behaviour, appeared nearly universally anxiety-provoking among all participants, others factors varied between participants in the beginning versus more advanced stages of study. Practical implications for teachers are discussed.
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Al-Saraj (2014a) and Alnahidh and Altalhab (2020) found that a lack of English speaking practice resulting from limited classes and limited chances to speak English in daily life are major factors of FLSA among Saudi students.
“These results are in line with Al-Saraj (2014a) and Alnahidh and Altalhab (2020), who found that a lack of English speaking practice resulting from limited classes and limited chances to speak English in daily life are major factors of FLSA among Saudi students.”
From Triggers for Foreign Language Speaking Anxiety: Perceptions of Saudi EFL College Students (2024) · cites this paper as Al-Saraj (2014a)
Al-Saraj (2014a) found that English language teachers in Saudi Arabia adopt traditional instructional practices that do not encourage students to talk or participate in oral activities.
“This is in line with Al-Saraj (2014a), who found that English language teachers in Saudi Arabia adopt traditional instructional practices that do not encourage students to talk or participate in oral activities.”
From Triggers for Foreign Language Speaking Anxiety: Perceptions of Saudi EFL College Students (2024) · cites this paper as Al-Saraj (2014a)
Saudi Arabian culture tends to be conservative and religious and to have strong traditions, making it resistant to changing or adopting new ways of life despite the increasing need for Saudi individuals to learn English.
“Al-Saraj (2014) explained that Saudi Arabian culture tends to be conservative and religious and to have strong traditions, making Saudi culture resistant to changing or adopting new ways of life despite the increasing need for Saudi individuals to learn English.”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Al-Saraj (2014)
Al-Saraj (2014) notes that the Saudi high school system primarily utilizes rote methods of instruction and does not expect independent learning from students.
“Al-Saraj (2014) notes that the Saudi high school system primarily utilizes rote methods of instruction and does not expect independent learning from students.”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Al-Saraj (2014)
Language anxiety manifests itself prominently among most Saudi EFL learners and is a significant reason behind low English competence.
“Language anxiety manifests itself prominently among most Saudi EFL learners (Alrabai, 2015;Al-Saraj, 2014;Javid, 2014;Mohammed, 2015; among many others).Alrabai (2014a) emphasized that one significant reason behind the low English competence of Saudi learners could be the anxiety that is often prevalent in English language classes in Saudi Arabia.”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Al-Saraj, 2014
Cites
Foreign Language Classroom Anxiety
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Anxiety and cognitive performance: Attentional control theory
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007) · Emotion · doi:10.1037/1528-3542.7.2.336 · Cited by 5,289 · see citing works
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Creating a low-anxiety classroom environment: What does language anxiety research suggest?
YOUNG, D. J. (1991) · The Modern Language Journal · doi:10.1111/j.1540-4781.1991.tb05378.x · Cited by 1,041 · cited 4× · see citing works
“Anxiety in language learning is more strongly implicated in formal than naturalistic language learning (Clément et al. 1977) and can profoundly impact foreign language learning in the classroom (e.g., MacIntyre and Gardner 1991; Young 1991; Phillips 1992).”
BackgroundInfluentialDewaele, J.-M. (2007) · International Journal of Bilingualism · doi:10.1177/13670069070110040301 · Cited by 199 · see citing works
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Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
Dewaele, J.-M., & Alfawzan, M. (2018) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2018.8.1.2 · Cited by 418 · see citing works
Factors Underlying Low Achievement of Saudi EFL Learners
Alrabai, F. (2016) · International Journal of English Linguistics · doi:10.5539/ijel.v6n3p21 · Cited by 143 · see citing works
“Al-Saraj (2014) observed that foreign language instruction is particularly important in Saudi Arabia because of rapidly increasing pressure for Saudi Arabian students to learn English.”
BackgroundInfluentialA Model of Foreign Language Anxiety in the Saudi EFL Context
Alrabai, F. (2014) · English Language Teaching · doi:10.5539/elt.v7n7p82 · Cited by 139 · see citing works
Triggers for Foreign Language Speaking Anxiety: Perceptions of Saudi EFL College Students
Faqihi, M. A. (2024) · English Language Teaching · doi:10.5539/elt.v17n2p1 · Cited by 4 · see citing works
“This is consistent with different studies such as those by Al-Saraj (2014a) and Alrabai (2015).”
BackgroundResultInfluential
- Authors
- Al-Saraj, T. M.
- Affiliations
- University of London (GB)
- Corresponding author
- Al-Saraj, Taghreed M.
- Venue
- Innovation in Language Learning and Teaching
- Publisher
- Informa UK Limited
- Published
- 2013-09-30
- Volume
- 8
- Issue
- 3
- Pages
- 257-278
- ISSN
- 1750-1229 (ISSN-L)
- 1750-1237
- OpenAlex
- W2082629289
- Cited by
- 61
- References
- 5
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 5 · 2023: 7 · 2022: 9 · 2021: 10 · 2020: 9 · 2019: 4 · 2018: 4 · 2017: 1 · 2016: 2 · 2015: 2 · 2014: 3
- FWCI
- 16.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Innovation in Language Learning and Teaching (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- foreign language anxiety, female learners, English as a foreign language, teacher-student relationship, teacher behavior, learner perceptions
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