The paper titled "Studying Foreign Language Anxiety with its Causes and Effects: A Case of King Khalid University EFL Learners" primarily focuses on investigating the anxiety levels among Saudi undergraduate students learning English as a Foreign Language (EFL). The study seeks to understand the causes, sources, and effects of foreign language anxiety on these learners and aims to determine whether this anxiety positively or adversely affects their language learning process.
The purpose of the study is to explore the impact of foreign language anxiety on the performance of Saudi EFL learners, particularly how this anxiety influences their abilities across the four basic language skills: reading, writing, listening, and speaking. The study is conducted within the context of King Khalid University and attempts to provide insights into effective management tools and strategies for reducing anxiety among EFL learners.
The research methodology employed both quantitative and qualitative approaches. A 33-item questionnaire adapted from Horwitz et al. (1986) was distributed among 271 English major students to measure their anxiety levels. The study also included semi-structured interviews with a subset of students and their instructors to gather qualitative data. The quantitative data were analyzed using a 5-point Likert scale to assess the students' anxiety levels.
Key findings of the study indicate that a significant number of Saudi EFL learners experience anxiety while learning English, particularly in oral communication. The results show that this anxiety is often related to factors such as communication apprehension, fear of negative evaluation, and test anxiety. The study found that students with higher levels of anxiety performed worse in their language skills compared to those with lower anxiety levels. The research also highlights that speaking in English provokes the highest level of anxiety among the students.
The study concludes that foreign language anxiety has a detrimental effect on the academic achievement of Saudi EFL learners. It emphasizes the importance of addressing this anxiety to improve language learning outcomes. The researchers suggest that applying certain management tools and strategies, such as skill-building activities and self-regulation techniques, can help reduce anxiety and enhance the learning experience for EFL students. The study's findings are intended to contribute to the ongoing research on foreign language anxiety and provide practical implications for educators and learners in similar contexts.