2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom
| Format: | General Document |
|---|
| _version_ | 1860798118441779200 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2021-04-06 |
| format | General Document |
| id | 15990 |
| institution | UniSZA |
| originalfilename | SPEAKING ANXIETY AMONG SAUDI LEARNERS IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM (PHD_2021).pdf |
| person | Ma’in Ateyah Al-Hnifat |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15990 |
| sourcemedia | Server storage Scanned document |
| spelling | 15990 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15990 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 296 SPEAKING ANXIETY AMONG SAUDI LEARNERS IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM (PHD_2021).pdf 2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom Ma’in Ateyah Al-Hnifat Language and languages—Study and teaching—Psychological aspects Foreign language anxiety Speaking anxiety in EFL learners Communication apprehension in Saudi EFL students Speaking Anxiety (SA) is a complex phenomenon. SA experienced by learners hinders their language learning and leads to problems such as being reluctant to participate in classroom activities and being overly dependent on their teacher. This study discusses the causes of English language speaking anxiety among Saudi university students and classroom practices to determine how to decrease SA from both learners’ and teachers’ perspectives. This descriptive case study employed mixed method: questionnaires, interviews and classroom observations. The data was generated throughout semester one of the academic years 2018/2019. The semester began in September 2018 and ended in January 2019. The questionnaire was completed by 180 undergraduate students aged between 19 and 21 following a compulsory, intensive English course in preparatory year. The interview participants were 20 students and 12 English Foreign Language (EFL) teachers of the students. Eight classroom lessons were also observed. The qualitative data were analyzed using thematic analysis, while the quantitative data were analyzed using descriptive statistical analysis. The findings revealed four main themes within the causes of SA: learners’ attitudes and beliefs, teachers’ behavior, cultural attitudes, and inappropriate classroom environment. The findings also revealed two main classroom practices that may reduce students’ SA related to learner and teacher practices. It was also found that the majority of the instructors were not aware of SA and its possible debilitating influences on language learning, so they did not bear learners’ SA in mind while they were training and teaching them. This study concludes that speaking anxiety among Saudi learners in EFL classroom is not only due to learner and teacher factors but also the deep-rooted culture of the country which expects learners to listen rather than verbally express themselves. To improve the EFL learning experience, teachers should take learners’ SA into consideration, instead of ignoring it or leaving them to deal with it by themselves, and employ effective teaching strategies and classroom practices to reduce learners’ SA. 2021-04-06 Dissertations, Academic Thesis |
| spellingShingle | 2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom |
| state | Terengganu |
| subject | Language and languages—Study and teaching—Psychological aspects Dissertations, Academic |
| summary | Speaking Anxiety (SA) is a complex phenomenon. SA experienced by learners hinders their language learning and leads to problems such as being reluctant to participate in classroom activities and being overly dependent on their teacher. This study discusses the causes of English language speaking anxiety among Saudi university students and classroom practices to determine how to decrease SA from both learners’ and teachers’ perspectives. This descriptive case study employed mixed method: questionnaires, interviews and classroom observations. The data was generated throughout semester one of the academic years 2018/2019. The semester began in September 2018 and ended in January 2019. The questionnaire was completed by 180 undergraduate students aged between 19 and 21 following a compulsory, intensive English course in preparatory year. The interview participants were 20 students and 12 English Foreign Language (EFL) teachers of the students. Eight classroom lessons were also observed. The qualitative data were analyzed using thematic analysis, while the quantitative data were analyzed using descriptive statistical analysis. The findings revealed four main themes within the causes of SA: learners’ attitudes and beliefs, teachers’ behavior, cultural attitudes, and inappropriate classroom environment. The findings also revealed two main classroom practices that may reduce students’ SA related to learner and teacher practices. It was also found that the majority of the instructors were not aware of SA and its possible debilitating influences on language learning, so they did not bear learners’ SA in mind while they were training and teaching them. This study concludes that speaking anxiety among Saudi learners in EFL classroom is not only due to learner and teacher factors but also the deep-rooted culture of the country which expects learners to listen rather than verbally express themselves. To improve the EFL learning experience, teachers should take learners’ SA into consideration, instead of ignoring it or leaving them to deal with it by themselves, and employ effective teaching strategies and classroom practices to reduce learners’ SA. |
| title | 2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom |
| title_full | 2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom |
| title_fullStr | 2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom |
| title_full_unstemmed | 2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom |
| title_short | 2021_Speaking Anxiety Among Saudi Learners in English as a Foreign Language Classroom |
| title_sort | 2021_speaking anxiety among saudi learners in english as a foreign language classroom |