Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
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Item Restricted Navigating Foreign Language Anxiety In Saudi Classrooms: Examining Classroom Environment, Teacher Strategies, And Learner Perspectives(Old Dominion University, 2024-08) Alnefaie, Amal; Gupta, AbhaThis study investigates foreign language anxiety (FLA) in the context of Saudi Arabian classrooms, focusing on perceptions from both teachers and students. The research aims to identify factors influencing FLA, examine classroom environments, and offer insights to enhance foreign language teaching and learning in Saudi Arabia. Using a survey-based approach, data were collected through Likert-type scales and open-ended questions to explore FLA across various dimensions. Section 1 analyzed Likert-scale responses, revealing diverse levels of FLA among participants, with students often expressing neutral to disagreeing attitudes towards statements reflecting anxiety about language learning and classroom participation. Section 2 explored sociocultural factors impacting FLA, highlighting perceptions of gender roles and cultural norms, which participants perceived as contributing to FLA, though without significant correlation by mean scores. Section 3 examined strategies employed by students to manage FLA, emphasizing self-practice, media consumption, and confidence-building exercises. Peer interactions and collaborative activities were identified as beneficial despite concerns about potential negative impacts. Section 4 presented insights from teachers regarding the prevalence of FLA among students, noting behaviors indicative of FLA such as avoidance of speaking in class and visible signs of anxiety during language activities. Section 5 focused on teachers' perceptions and adaptations to create supportive learning environments. Most teachers viewed their practices as moderately effective in addressing FLA, utilizing strategies such as technology integration, collaborative learning, and fostering supportive classroom atmospheres. Overall, the study underscores FLA's multifaceted nature among Saudi students, influenced by sociocultural norms, personal strategies, and instructional practices. Findings suggest a necessity for targeted interventions and supportive educational environments to mitigate FLA and enhance language learning experiences. The study provides critical insights for educators and policymakers, emphasizing the significance of creating supportive learning environments and implementing effective teaching practices to alleviate FLA in Saudi Arabian classrooms.83 0Item Restricted Correlating the Impact of Aptitude and Anxiety toward Learning Foreign Language(2023-03-16) Albakheet, Norah; Rogers, VivienneThe main aim of this study is to investigate the impact of foreign language anxiety on learning aptitude and to investigate if there is a substantial impact of learners’ gender on foreign language anxiety, learning aptitude and language achievement. The number of participants involved is 43 international students (31 male, 12 female) studying in various subjects. In order to generate data, participants completed the following measurements: the Foreign Language Classroom Anxiety Scale developed by Horwitz (1986), the LLAMA aptitude test, and the X-lex vocabulary size test. The findings in this research suggest a moderate to strong correlation between apprentices’ learning aptitude and foreign language anxiety. In addition, the results revealed no correlation between foreign language anxiety and language performance. Furthermore, the impact of gender was in a weak relationship with language anxiety, while no correlation was found with language performance. Finally, some suggestions are made for students to overcome language anxiety and for instructors to reduce anxiety in the language classroom.28 0