The paper titled "Investigating Foreign Language Learning Anxiety: A Case of Saudi Undergraduate EFL Learners" by Fadi Maher Al-Khasawneh focuses on examining the level and sources of foreign language learning anxiety among Saudi undergraduate students at King Khalid University. The study specifically investigates whether the students' anxiety levels vary according to their study levels.
The purpose of this study is to determine the levels of English language anxiety experienced by Saudi students, identify the sources of this anxiety, and explore whether the anxiety levels differ across students at different stages of their studies. The research aims to address the gap in the existing literature on foreign language anxiety in the Saudi context.
The methodology employed in this study involved the use of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, & Cope (1986). The sample consisted of 97 male English majors from different study levels at King Khalid University. The data were collected using a questionnaire and analyzed using the Statistical Package for Social Sciences (SPSS) version 17.0.
The key findings of the study reveal that the students reported a moderate level of foreign language learning anxiety. The primary sources of anxiety identified were communication apprehension, anxiety related to English classes, fear of negative evaluation, and test anxiety. Additionally, the study found no statistically significant differences in anxiety levels across students at different study levels.
In conclusion, the study emphasizes that foreign language anxiety is a significant factor affecting the language learning process. The findings suggest that creating a motivating and encouraging classroom environment is crucial to help students manage their anxiety. Teachers are encouraged to be mindful of anxiety-provoking situations and to consider incorporating the students' native language when necessary to reduce anxiety and improve language learning outcomes.