The paper titled "Saudi EFL Learners’ FLA: Levels, Causes, Gender, and Impact on Academic Performance" primarily focuses on investigating the levels and causes of Foreign Language Anxiety (FLA) among Saudi EFL learners, with a specific emphasis on how gender influences FLA and its impact on academic performance.
The study aims to explore the extent of FLA experienced by first-year EFL learners at Bisha University, identify the main causes of this anxiety, and determine whether there is a significant difference in FLA levels based on gender. Additionally, the study examines how FLA affects learners' academic performance, particularly in relation to their grades.
The researchers employed a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) to gather data from 69 first-year Saudi EFL learners (44 males and 25 females) at Bisha University. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) and Microsoft Excel, with a particular focus on descriptive statistics and simple linear regression to understand the impact of FLA on academic performance.
Key findings of the study indicate that most learners experienced a moderate level of FLA, which was primarily caused by communication apprehension, fear of negative feedback, and anxiety related to language tests. The study found no significant differences in FLA levels between male and female learners, suggesting that gender does not play a significant role in influencing FLA. However, the research highlighted that higher levels of FLA had a detrimental effect on students' academic performance, with a notable decrease in grades associated with increased anxiety.
The study concludes by emphasizing the importance of addressing FLA in the classroom to enhance EFL learners' academic outcomes. It recommends that teachers and curriculum designers focus on creating a supportive learning environment, balancing speaking and writing activities, and reducing the emphasis on summative assessments to mitigate the causes of FLA. The findings underscore the need for further research on FLA in different educational contexts within Saudi Arabia and suggest that future studies should explore the impact of variables such as age, proficiency level, and teaching methods on FLA.