Exploring the factors contributing to high anxiety during recast in an online environment: insights from Saudi EFL learners’ experiences

Abstract

Abstract The study explores the factors contributing to anxiety during recasting in an online environment, as well as the attitudes and opinions of Saudi EFL learners. A total of 33 students completed the Foreign Language Classroom Anxiety Scale (FLCAS). The EFL students were divided into high and low anxiety groups, and 6 students, both male and female, were selected to participate in semi-structured interviews. Thematic analysis was used. The study identified classroom environment and recast feedback, as key contributors to anxiety. Furthermore, students' attitudes and opinions towards recast feedback in an online environment are explored. Limitations, implications, and suggestions for future research are discussed at the end of the study. This study contributes to the understanding of how recasting impacts anxiety in online EFL settings and provides insights into effective teaching practices.

Key words: Recast, Anxiety, online, EFL, learners, Saudi, Oral corrective feedback