Speaking Anxiety in Classroom Among Saudi University Students

Abstract

The anxiety learners feel in class when speaking a foreign language has a significant effect on language learning. It can prevent learners from speaking and, thus, not achieving their goal of acquiring a target language. This study aimed at discovering the level and causes of foreign language speaking anxiety (FLSA) and investigating strategies for tackling it. To do this, a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was distributed to 27 male and 14 female participants from the College of Languages and Translation at Imam Mohammad Ibn Saud Islamic University. The participants were in their first year, with proficiency levels ranging from low to intermediate. Based on the questionnaire results, the three most anxious learners were interviewed to ascertain the possible causes of their anxiety. Additionally, two teachers were interviewed to discuss anxiety-reducing strategies. The results highlighted the probable causes of speaking anxiety and showed that speaking anxiety levels among the participants were moderate. The reasons for the anxiety include lack of vocabulary knowledge and incorrect pronunciation and fear of negative evaluation, compulsory participation, and unfamiliar subjects. Furthermore, teachers and faculty members suggested strategies to minimise learners’ speaking anxiety such as making the classroom atmosphere more comfortable and better motivating students.