The Effects of Shifting from Face-to-Face to Online Platforms on Language Learner Anxiety Among University Students

Abstract

Abstract It is known that foreign language anxiety is associated with various factors in both physical and online contexts. Thus, it is also known that there are different sources of foreign language anxiety, which include second language (L2) proficiency levels, learners’ level of digital literacy, personality factors, attitudes towards an online learning environment and so on. Hence, this study examines the potential relationship between foreign language anxiety and L2 proficiency levels, gender, learners’ levels of digital literacy, personality factors, and attitudes towards an online learning environment in the context of online English foreign language (EFL) learning in Saudi Arabia. A population of Saudi university EFL learners (n = 57) completed four different questionnaires, which include the foreign language classroom anxiety scale (FLCAS), the national assessment program – ICT literacy (NAP—ICTL), the ten-item personality inventory (TIPI), and the students’ attitudes towards learning English through Online English Courses questionnaire. These constructs were explored using a Stepwise Multiple Regression Analysis. Also, a set of Pearson product-moment correlation coefficient (PPMCC) tests were calculated between variables. The results revealed that foreign language anxiety has a strong negative relationship with the extraversion type of personality, a strong positive relationship with the learners’ attitudes toward online language learning and a moderate negative relationship with both L2 proficiency and digital literacy. It also shows that male participants were experiencing higher anxiety comparing to female participants. The regression results illustrate that the best variables predicting language anxiety are extraversion and digital literacy. These results promote the understanding of the complex nature of language anxiety and also have great implications for online EFL settings.