The Anxiety Factors among Saudi EFL Learners: A Study from English Language Teachers’ Perspective

“Horwitz (2001) observes language anxiety as one of the most significant factors in booming language learning”

“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).”

“Among foreign language learners, speaking in class is found to be the most anxiety provoking element (Aida, 1994). 1.2 Foreign Language Anxiety Horwitz, Cope and Horwitz (1986) conceived foreign language anxiety (FLA) as a situation specific anxiety, as foreign language anxiety which has a negative influence on langua…”

“For instance, Young (2004) conducted an interview study on eight Korean EFL university students and chalked down a list of nine (9) factors that cause English language learning anxiety among the Korean EFL learners.”

“Horwitz (2001) affirmed that the characteristics of affiliation between language learning anxiety and its subsequent achievement is disconcerted.”

“MacIntyre (1995) draws a triangle among three variables anxiety, behaviour and cognition and affirms that all these three are interlinked.”

“In order to communicate in foreign language, acquisition of FL is required (Baker & MacIntyre, 2003).”

“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).”

“2.4.2 Processing Stage The extent of processing anxiety experienced depends on intricacy of the information, reliance on memory and organization of the material presented (Tobias, 1986).”

““The fear or anxiety associated with either real or anticipated interaction with people of different groups, especially cultural and ethnic and/or racial groups” (Neuliep & McCroskey, 1997, p. 145).”

“Foss and Foss and Reitzel (1988) offer various techniques to reduce language anxiety emerging from a learner’s beliefs.”

“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).”

“Those learners are widely acknowledged as showing an unwillingness to communicate in EFL classes (e.g. Alrabai 2014; Asif 2017; Bawazir 2019; Ahmad Koka, Nurul Islam, and Osman 2019; Hammad Rafada and Ahmad Madini 2017).”

“Anxiety is one of the most common factors related to the a ff ective domain in language learning (Asif, 2017; Ça ğ atay, 2015).”

“Asif (2017) reported that the Saudi EFL learners suffer from anxiety especially in speaking skills.”

“Anxiety, which is associated with irritation, apprehension, and worry, plays a key role in language learning (Asif, 2017).”

“Anxiety, which is characterized by apprehension, irritation, and concern is essential to language development (Asif, 2017).”

“Alhmadi (2014) likewise noted that anxiety occurs naturally when one learns speaking skills, and Asif (2017) has found that Saudi EFL learners become fearful when they speak the language.”

“Foreign language learning reflects learners’ cognitive and affective characteristics, with anxiety being one of the most common affective factors related to language learning (Asif, 2017).”

“Moreover, Asif (2017) conducted a study using an identical research approach.”

“While foreign language learning anxiety has received considerably increased attention from researchers (e.g., Alrabai, 2014; Al-Saraj, 2014; Alshahrani, 2016; Asif, 2017; Sadiq, 2017) in the Saudi context in recent years, foreign language teaching anxiety remained an avenue of research in its infancy.”

“Asif (2017) examined Turkish students’ speaking anxiety and its causes.”

“A stressful learning environment fuelled by nervousness, tension, low confidence, low motivation, and negative attitudes, as seen in the Saudi EFL context (Asif, 2017), is doubtlessly the perfect environment in which to develop low self-efficacy in learners.”

“In language learning, it is commonly associated with apprehension, distress, and emotional discomfort (Asif, 2017; Huerta, Goodson, Beigi, & Chlup, 2017).”

“…studies adopted qualitative research technique and used semi-structured interviews and focus group discussion as data collection tools from instructors and students and investigated their perception about foreign language speaking anxiety (F. Asif, 2017; Öztürk & Gürbüz, 2014; Tanveer, 2007).”

“These factors might trigger foreign language anxiety, including fear of miscomprehension or talking in front of others (Gregersen, 2020; Naser Oteir and NijrAl-Otaibi, 2019; Suleimenova, 2013; Zheng, 2008), students’ attitudes about learning, teachers’ beliefs about instruction, teacher–learner rapport, classroom envi…”

“Asif (2017) investigated the factors causing anxiety in EFL students of Saudia.”

“It affects the students’ English language learning that lead to their speaking performance, one of the major factors that causes anxiety is fear of making mistake when the students perform (Asif, 2017).”

“Meanwhile, Hilgard et al., (1971) mentioned that anxiety was created by our mental due to nervousness and unknown fear that is only indirectly related with an object (as cited in Asif, 2017).”

“In addition, Asif (2017) proposed that using effective teaching tactics, such as humor, friendly relationships, and supportive learning environments, and using technology, attractive learning material and efficient ways of correcting learner errors can help minimize anxiety among Saudi EFL learners.”

“Following this, Asif (2017) in her study, explored the causes contributing to foreign language anxiety of learners and the major signs of anxiety from psycholinguistic and socio-cultural perspectives while learning and speaking.”

“This progressive approach not only enhances speaking skills but also fosters a sense of security among learners, thereby reducing anxiety levels (Abrar et al., 2016; Asif, 2017).”

“Different literature has identified public speaking anxiety into two broad categories — psycholinguistics and socio-cultural (Asif, 2017; Sadeghi et al., 2013).”

“Language anxiety is one of the signs of general uneasiness (Asif, 2017).”

“…of such affective variables as single entities upon performance and attainment in English as a second language and similar findings that such factors positively contribute to such attainment with significant effects have been reported (Alrabai, 2017; Asif, 2017; Ghorbandordinejad & Afshar, 2017).”

“Asif (2017) explored the factors that trigger language anxiety among Saudi learners in English as Foreign Language (EFL) classrooms and the strategies that can be designed and used to cope with language anxiety successfully.”

“Providing training opportunities for FLTs can help them raise their understanding of the factors associated with student silence (Asif 2017; Chou 2018; Egitim 2021; Harumi 2011; Harumi and King 2020) and thus, more effectively address students’ needs when silence occurs in different circumstances.”

“…surge como uno de los elementos afectivos que mayor influencia tiene sobre el aprendizaje de una lengua extranjera (Alpaslan y Yalvac, 2017; Asif, 2017; Bhatti y Memon, 2016; Dogan y Tuncer, 2016; Ramos, 2017; Razak et al., 2017; Sánchez-Carrón, 2013; Santos et al., 2017) y por extensión…”

“This is also supported by Asif (2017), whose study revealed that the fear of receiving negative evaluation from teachers and peers is one of the main causes.”

“This strategy emerges as a powerful tool to overcome students' learning challenges, especially in contexts where performance anxiety is a significant factor, as noted by Asif (2017) and Chen and Wang (2020).”

“The outcomes of diverse research studies, notably by Alrabai (2016); Asif (2017); Abdelaziz (2018); Alhamad (2018); and Al-Ahdal (2020), have made elaborate comments and given opinions on the subject including the fact disclosed by which they have remarked the shortcomings in students in the matter…”

“At this level, speaking includes the ability to express emotions, ideas and opinions in writing in a coherent and logical manner (Asif, 2017; Usman et al., 2018).”

“Subjective/explicit (2) She should know it.”

“Likewise, Asif (2017) examined the factors contributing to EFL anxiety among Saudi students.”

“Asif (2017) examined teachers’ perspectives on anxiety (an affective factor closely linked to motivation) among Saudi EFL learners.”

“Other considerations that contribute to the students' lack of confidence in oral communication include anxiety about making errors (Mohd Mokhtar et al., 2021), difficulties in accent or pronunciation (Gilakjani et al., 2011), and inadequate speaking practices (Asif, 2017).”

“Various studies (e.g., Nimat, 2013; Asif, 2017; Harutunian, 2017; Cayli, 2020; Malik et.al., 2021) confirmed that teachers have the leading role in reducing pupils’ anxiety.”

“In SLAstudies, Foreign LanguageAnxiety (FLA), characterized by apprehension and fear related to language learning, consistently negatively impacts performance, particularly in speaking and listening skills [39,49–51] .”

“Speech acts include actions as well as words (Asif, 2017).”

“The results of this study is in line with Other studies such as Aydin (2016), Asif (2017), Pasaribu and Harendita (2018), Novitasari and Murtafi’ah (2022) investigated the sources of teachers' stress and proposed types of strategies that they utilized to cope with stress.”

“Berisi latar belakang, Physicist variables like as embarrassment, lack of confidence, fear of failure, and worry can all have an impact on someone's ability to master English (Asif, 2017).”

“A study by March (2017) compared online and traditional classrooms and found that online courses reduced public speaking anxiety to a greater extent than traditional courses.”

“They do not discuss about grammar that interfere the communication (Asif, 2017).”