Elias Sven Bensalem
Northern Border University, Languages and Translation, Faculty Member
- I'm currently a visiting professor at Northern Border University.edit
Research Interests:
The collected data were related to teachers' perception about the use of mobile devices and apps.
Research Interests:
Research Interests:
This study investigates the effect of two types of captioning (full and keyword captioning) on listening comprehension. Thirty-six university-level EFL students participated in the study. They were randomly assigned to watch three video... more
This study investigates the effect of two types of captioning (full and keyword captioning) on listening comprehension. Thirty-six university-level EFL students participated in the study. They were randomly assigned to watch three video clips under three conditions. The first group watched the video clips with full captions. The second group watched the same video clips with keyword captions. The control group watched the video clips without captions. After watching each clip, participants took a listening comprehension test. At the end of the experiment, participants completed a questionnaire to measure their perceptions about the use of captions and the video clips they watched. Results indicated that the full captioning group significantly outperformed both the keyword captioning and the no captioning group on the listening comprehension tests. However, this study did not find any significant difference between the keyword captioning group and the no captioning group. Res...
Research Interests:
Research Interests:
Research Interests:
Data related to TEACHERS' PERCEPTIONS AND USE OF MOBILE DEVICES AND APPLICATIONS.
Research Interests:
Research Interests:
The present study aims to explore the link between foreign language anxiety (FLA) and self-efficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad)... more
The present study aims to explore the link between foreign language anxiety (FLA) and self-efficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad) among 261 Arabic university students learning English. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The findings revealed that this sample of Arab English as a foreign language (EFL) students experienced an average level of anxiety with female learners suffering more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy, self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that participants who were self-efficacious and felt more proficient in English were significantly less likely to suffer from FLA. However, even though kno...
Research Interests:
In this study, the foreign‐language anxiety (FLA) of American students of Arabic on three study‐abroad programs in Morocco was examined. Exploratory factor analyses (EFAs) of the students’ data based on items from the Foreign Language... more
In this study, the foreign‐language anxiety (FLA) of American students of Arabic on three study‐abroad programs in Morocco was examined. Exploratory factor analyses (EFAs) of the students’ data based on items from the Foreign Language Classroom Anxiety Scale yielded four distinct factors, or domains, of FLA: Somatic Distress, Self‐Doubt, Nonengagement, and Apprehension. Although the students had a moderate level of self‐doubt concerning their studies as well as a moderate level of apprehension about being with Arabic L1 users, they tended to report engagement and absence of somatic distress in relation to Arabic. Scores among all four factors differed significantly from each other, apart from the comparison between Self‐Doubt and Apprehension. In addition to having implications for pedagogical practice and study‐abroad programs, this research is an attempt to demonstrate best practice in EFA.
Research Interests:
Research Interests:
The present project examined foreign language anxiety (FLA) and self-confidence experienced by bilingual and multilingual tertiary students in Saudi Arabia who were learning English as a Foreign La...
Research Interests:
High-impact practices (HIPs) have been adopted by many universities around the world to enhance student learning. The aim of this qualitative study was to analyzed how building ePortfolios may impact student learning experience via weekly... more
High-impact practices (HIPs) have been adopted by many universities around the world to enhance student learning. The aim of this qualitative study was to analyzed how building ePortfolios may impact student learning experience via weekly reflections. A total of 47 senior undergraduate English as a foreign language (EFL) students enrolled in research projects shared reflections about their research experiences via the development of ePortfolios. Data analysis was carried out through deductive coding of the transcribed focus groups and weekly reflections. Findings suggest that the participants used their ePortfolios to improve their writing skills and increase their knowledge. Students were able to track their progress and felt more engaged in learning. They also showed appreciation to the feedback provided by their instructors on their reflections. However, the students shared some challenges they faced while developing their ePortfolios. Despite these challenges, there was a positi...
Research Interests:
The role of social networking mobile applications such as WhatsApp in enhancing second language vocabulary learning among English language learners continues to be a subject of interest for many scholars. The current study aimed at... more
The role of social networking mobile applications such as WhatsApp in enhancing second language vocabulary learning among English language learners continues to be a subject of interest for many scholars. The current study aimed at examining medical English vocabulary learning among undergraduate students using WhatsApp compared to learning vocabulary via Blackboard platform during the Covid-19 pandemic. To this end, 108 medical students (51 males, 57 females) enrolled in a first semester English for a specific English course participated in the study. A quasi-experimental design was adopted for two groups. Fifty-three students were assigned to the WhatsApp group and 55 students were assigned to the Blackboard group. Data were collected using pretest-posttest design. Results of t-test scores revealed no significant difference between the WhatsApp and Blackboard groups on a vocabulary test. Results of survey that gauged students' perception of the use of WhatsApp as a platform fo...
Research Interests:
Research Interests:
The role played by subject areas in information and communication technology (ICT) integration has been insufficiently researched. This study compares English language teachers' perceptions of ICT integration with their peers in... more
The role played by subject areas in information and communication technology (ICT) integration has been insufficiently researched. This study compares English language teachers' perceptions of ICT integration with their peers in engineering and medical science in ICT integration. It also examines the effects of teachers’ sociobiographical variables (gender, age, computer proficiency, and years of teaching experience) predict teachers’ perceptions of ICT integration. A total of 180 teachers (112 males, 68 females) responded to a Teacher Technology Questionnaire (Lowther, Inan, Strahl, & Ross, 2008). Results show that among the predictor variables, computer skills had the highest relative impact on ICT integration. Furthermore, English language teachers' perceptions of ICT are reported to be similar to those of their peers in engineering and medical science. This study does not lend support to any significant role played by subject area in ICT integration. Implicat...
Research Interests:
Research Interests:
Research Interests:
This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi... more
This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers’ use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.
Research Interests:
This article reports on a study that addressed the relationship between anxiety, self-perceived proficiency, and multilingualism, which is an under-researched area in second language learning (Thompson & Lee, 2013). The current study... more
This article reports on a study that addressed the relationship between anxiety, self-perceived proficiency, and multilingualism, which is an under-researched area in second language learning (Thompson & Lee, 2013). The current study explores the profiles of 277 quadrilinguals learning English as a Foreign Language in Tunisia. Using the Foreign Language Classroom Anxiety Scale the study found low to moderate levels of foreign language anxiety (FLA) among Tunisian quadrilinguals. The major sources of anxiety exhibited by participants were related to communication and evaluation. Results show that background variables such as age, year of study, as well as self-perceived proficiency are predictors of FLA. Finally, this study reports a significant negative correlation between FLA and language performance.
This study examined the foreign language (FL) anxiety level of Arabic-speaking university level students learning English as a foreign language (EFL) in Saudi Arabia. Fifty undergraduate English-major students participated in this study.... more
This study examined the foreign language (FL) anxiety level of Arabic-speaking university level students learning English as a foreign language (EFL) in Saudi Arabia. Fifty undergraduate English-major students participated in this study. Participants completed the Arabic Foreign Language Anxiety Questionnaire (Al-Saraj, 2014), which is a modified version of Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986). Findings showed that participants experienced an average level of language anxiety. The main sources of language anxiety were speaking in front of classmates, concern about grades, and worry about being lost in class. In addition, results indicated that there was a significant negative relationship between students’ level of anxiety and their test scores. Suggestions about the best strategies to reduce anxiety are offered.
Research Interests:
The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016;... more
The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Sa...
Willingness to communicate (WTC) plays a pivotal role in second language learning (Clément et al., 2003; Kang, 2005;Yashima et al., 2004) because a high level of WTC may help learners achieve language proficiency (MacIntyre et al., 2003;... more
Willingness to communicate (WTC) plays a pivotal role in second language learning (Clément et al., 2003; Kang, 2005;Yashima et al., 2004) because a high level of WTC may help learners achieve language proficiency (MacIntyre et al., 2003; Yashima et al., 2004). Therefore, MacIntyre et al. (1998, p. 547) asserted that the major goal of language learning should be WTC. Willingness to communicate in a foreign language is linked to a range of negative emotions (i.e., anxiety and boredom) and positive emotions (i.e., enjoyment and pride). Inspired by the shift from negative psychology to positive psychology in the field of second language learning, the present study aimed to investigate whether language enjoyment and anxiety are potential predictors of WTC. A group of 349 English as a foreign language (EFL) undergraduate students (female = 226, male = 123) enrolled at public Saudi Arabian universities were surveyed. Quantitative data were collected during one month. Descriptive analyses r...
The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored EFL context of Saudi Arabia. Ninety six Arabic learners of English (56 males, 40 females)... more
The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored EFL context of Saudi Arabia. Ninety six Arabic learners of English (56 males, 40 females) answered the Arabic version of Foreign Language Classroom Anxiety Scale (FLACS; Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.
The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored EFL context of Saudi Arabia. Ninety six Arabic learners of English (56 males, 40 females)... more
The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored EFL context of Saudi Arabia. Ninety six Arabic learners of English (56 males, 40 females) answered the Arabic version of Foreign Language Classroom Anxiety Scale (FLACS; Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.
The present project examined foreign language anxiety (FLA) and self-confidence experienced by bilingual and multilingual tertiary studentsin Saudi Arabia who were learning English as a Foreign Language (EFL).The study involved 354... more
The present project examined foreign language anxiety (FLA) and self-confidence experienced by bilingual and multilingual tertiary studentsin Saudi Arabia who were learning English as a Foreign Language (EFL).The study involved 354 students (163 bilinguals and 191 multilinguals)recruited from public Saudi universities. Participants answered theForeign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz,and Cope1986,“Foreign Language Classroom Anxiety.”The ModernLanguage Journal70 (2): 125–132). Results of an exploratory factoranalysis (EFA) identified two dimensions underlying FLA:‘English classperformance anxiety’and‘confidence with English’Analyses of the datarevealed that the bilingual students experienced more FLA than theirmultilingual peers; however, they also experienced more self-confidence. The present study provides empirical evidence of the roleplayed by multilingualism in the Saudi context in terms of FLA and self-confidence.
This paper sets out to investigate the potential correlation between foreign language classroom anxiety (FLCA) and four background variables (gender, self-efficacy, self-perceived proficiency, and experience abroad) among multilingual EFL... more
This paper sets out to investigate the potential correlation between foreign language classroom anxiety (FLCA) and four background variables (gender, self-efficacy, self-perceived proficiency, and experience abroad) among multilingual EFL college-level students in Saudi Arabia. A group of 191 participants (80 females, 111 males) took part in the study by answering an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986) as well as the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The statistical analyses revealed that participants experienced low to moderate rates of FLCA with females exhibiting higher levels of FLCAS than males. Statistical analyses showed that gender, self- efficacy and English self-perceived proficiency were significant predictors of FLCA in a multilingual context. In addition, experience abroad was not correlated with FLCA.
Research Interests:
This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi... more
This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers' use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.
Research Interests:
The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign Language (EFL) context of Saudi Arabia. Ninety-six Arabic... more
The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign Language (EFL) context of Saudi Arabia. Ninety-six Arabic undergraduate college-level EFL students (56 males, 40 females) answered the Arabic version of the Foreign Language Classroom Anxiety Scale (FLCAS-Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.
Research Interests:
The role played by subject areas in information and communication technology (ICT) integration has been insufficiently researched. This study compares English language teachers' perceptions of ICT integration with their peers in... more
The role played by subject areas in information and communication technology (ICT) integration has been
insufficiently researched. This study compares English language teachers' perceptions of ICT integration with
their peers in engineering and medical science in ICT integration. It also examines the effects of teachers’ sociobiographical variables (gender, age, computer proficiency, and years of teaching experience) predict
teachers’ perceptions of ICT integration. A total of 180 teachers (112 males, 68 females) responded to a Teacher Technology Questionnaire (Lowther, Inan, Strahl, & Ross, 2008). Results show that among the predictor variables, computer skills had the highest impact on ICT integration. Furthermore, English language teachers' perceptions of ICT are reported to be similar to those of their peers in engineering and medical science. This study does not lend support to any significant role played by subject area in ICT integration. Implications for teaching are offered.
insufficiently researched. This study compares English language teachers' perceptions of ICT integration with
their peers in engineering and medical science in ICT integration. It also examines the effects of teachers’ sociobiographical variables (gender, age, computer proficiency, and years of teaching experience) predict
teachers’ perceptions of ICT integration. A total of 180 teachers (112 males, 68 females) responded to a Teacher Technology Questionnaire (Lowther, Inan, Strahl, & Ross, 2008). Results show that among the predictor variables, computer skills had the highest impact on ICT integration. Furthermore, English language teachers' perceptions of ICT are reported to be similar to those of their peers in engineering and medical science. This study does not lend support to any significant role played by subject area in ICT integration. Implications for teaching are offered.
Research Interests:
The present study aims to explore the link between foreign language anxiety (FLA) and selfefficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad)... more
The present study aims to explore the link between foreign language anxiety (FLA) and selfefficacy,
English self-perceived proficiency, and three sociobiographical variables (gender,
knowledge of a third language, and experience abroad) among 261 Arabic university students
learning English. Data were collected using the Foreign Language Classroom Anxiety Scale
(Horwitz, Horwitz, & Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy
Scale (Torres & Turner, 2016). The findings revealed that this sample of Arab English as a foreign
language (EFL) students experienced an average level of anxiety with female learners suffering
more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy,
self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that
participants who were self-efficacious and felt more proficient in English were significantly less
likely to suffer from FLA. However, even though knowledge of a third language and experience
abroad were correlated with FLA, they had no effect on participants’ anxiety.
English self-perceived proficiency, and three sociobiographical variables (gender,
knowledge of a third language, and experience abroad) among 261 Arabic university students
learning English. Data were collected using the Foreign Language Classroom Anxiety Scale
(Horwitz, Horwitz, & Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy
Scale (Torres & Turner, 2016). The findings revealed that this sample of Arab English as a foreign
language (EFL) students experienced an average level of anxiety with female learners suffering
more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy,
self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that
participants who were self-efficacious and felt more proficient in English were significantly less
likely to suffer from FLA. However, even though knowledge of a third language and experience
abroad were correlated with FLA, they had no effect on participants’ anxiety.
Research Interests:
Research Interests:
This article reports on a study that addressed the relationship between anxiety, self-perceived proficiency, and multilingualism, which is an under-researched area in second language learning (Thompson & Lee, 2013). The current study... more
This article reports on a study that addressed the relationship between anxiety, self-perceived proficiency, and multilingualism, which is an
under-researched area in second language learning (Thompson & Lee, 2013). The current study explores the profiles of 277 quadrilinguals learning
English as a Foreign Language in Tunisia. Using the Foreign Language Classroom Anxiety Scale the study found low to moderate levels of foreign
language anxiety (FLA) among Tunisian quadrilinguals. The major sources of anxiety exhibited by participants were related to communication and
evaluation. Results show that background variables such as age, year of study, as well as self-perceived proficiency are predictors of FLA. Finally, this
study reports a significant negative correlation between FLA and language performance.
under-researched area in second language learning (Thompson & Lee, 2013). The current study explores the profiles of 277 quadrilinguals learning
English as a Foreign Language in Tunisia. Using the Foreign Language Classroom Anxiety Scale the study found low to moderate levels of foreign
language anxiety (FLA) among Tunisian quadrilinguals. The major sources of anxiety exhibited by participants were related to communication and
evaluation. Results show that background variables such as age, year of study, as well as self-perceived proficiency are predictors of FLA. Finally, this
study reports a significant negative correlation between FLA and language performance.
Research Interests:
An increasing number of videos enhanced with captions are used in foreign language classes to help second language (L2) learners process authentic input, which is a real challenge for them. This study investigates whether the availability... more
An increasing number of videos enhanced with captions are used in foreign language classes to help second language (L2) learners process authentic input, which is a real challenge for them. This study investigates whether the availability of two types of captions (full captions and keyword captions) facilitates L2 vocabulary acquisition. Fifty-seven adult English-as-a-foreign language (EFL) learners watched an English video clip under one of the following three conditions: full captions (FC); keyword captions (KC); and no captions (NC). After viewing the video clip, the participants immediately completed vocabulary recognition and meaning recall tests. The results from ANOVA indicated that the FC group significantly outperformed the KC group and the NC group on the vocabulary recognition test and the overall vocabulary test (combination of vocabulary recognition and meaning recall tests). Conversely, no significant difference was found between the KC and NC on all vocabulary tests. Furthermore, there was no significant difference between all groups on the meaning recall test. These results suggest that FC help improve L2 vocabulary acquisition among EFL learners. This study does not lend support for the efficacy of keyword captions. Pedagogical implications based on the study findings are discussed.
Research Interests:
This study investigates the effect of two types of captioning (full and keyword captioning) on listening comprehension. Thirty-six university-level EFL students participated in the study. They were randomly assigned to watch three video... more
This study investigates the effect of two types of captioning (full and keyword captioning) on listening comprehension. Thirty-six university-level EFL students participated in the study. They were randomly assigned to watch three video clips under three conditions. The first group watched the video clips with full captions. The second group watched the same video clips with keyword captions. The control group watched the video clips without captions. After watching each clip, participants took a listening comprehension test. At the end of the experiment, participants completed a questionnaire to measure their perceptions about the use of captions and the video clips they watched. Results indicated that the full captioning group significantly outperformed both the keyword captioning and the no captioning group on the listening comprehension tests. However, this study did not find any significant difference between the keyword captioning group and the no captioning group. Results of the survey suggest that keyword captioning were a source of distraction for participants.
Research Interests:
The current study is motivated by the dearth of research regarding trilingualism and its relationship with foreign language anxiety (FLA) especially in a bilingual and diglossic context. The present study reports on the FLA level in an... more
The current study is motivated by the dearth of research regarding trilingualism and its relationship with
foreign language anxiety (FLA) especially in a bilingual and diglossic context. The present study reports
on the FLA level in an underexplored context of seventy-three male and female Arabic-and Frenchspeaking
university trilingual students learning English as a foreign language (EFL) in Tunisia. It also
examines the main sources of the participants’ anxiety. Using data from the Foreign Language Classroom
Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986), analyses revealed that the English learners
experienced low to average amounts of FLA. Worry about failing English class, apprehension about
speaking in English, and anxiety related to the classroom were identified as major sources of FLA. No
association was found between gender and FLA. This study found a significant negative relationship
between students’ level of FLA and their exam scores. Implications for language teaching are offered.
Keywords: EFL, language anxiety, trilinguals, Tunisia
foreign language anxiety (FLA) especially in a bilingual and diglossic context. The present study reports
on the FLA level in an underexplored context of seventy-three male and female Arabic-and Frenchspeaking
university trilingual students learning English as a foreign language (EFL) in Tunisia. It also
examines the main sources of the participants’ anxiety. Using data from the Foreign Language Classroom
Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986), analyses revealed that the English learners
experienced low to average amounts of FLA. Worry about failing English class, apprehension about
speaking in English, and anxiety related to the classroom were identified as major sources of FLA. No
association was found between gender and FLA. This study found a significant negative relationship
between students’ level of FLA and their exam scores. Implications for language teaching are offered.
Keywords: EFL, language anxiety, trilinguals, Tunisia
Research Interests:
This study examined the foreign language (FL) anxiety level of Arabic-speaking university level students learning English as a foreign language (EFL) in Saudi Arabia. Fifty undergraduate English-major students participated in this study.... more
This study examined the foreign language (FL) anxiety level of Arabic-speaking university level students learning English as a
foreign language (EFL) in Saudi Arabia. Fifty undergraduate English-major students participated in this study. Participants completed the
Arabic Foreign Language Anxiety Questionnaire (Al-Saraj, 2014), which is a modified version of Foreign Language Classroom Anxiety Scale
(Horwitz, Horwitz, & Cope, 1986). Findings showed that participants experienced an average level of language anxiety. The main sources of
language anxiety were speaking in front of classmates, concern about grades, and worry about being lost in class. In addition, results indicated
that there was a significant negative relationship between students’ level of anxiety and their test scores. Suggestions about the best strategies
to reduce anxiety are offered.
foreign language (EFL) in Saudi Arabia. Fifty undergraduate English-major students participated in this study. Participants completed the
Arabic Foreign Language Anxiety Questionnaire (Al-Saraj, 2014), which is a modified version of Foreign Language Classroom Anxiety Scale
(Horwitz, Horwitz, & Cope, 1986). Findings showed that participants experienced an average level of language anxiety. The main sources of
language anxiety were speaking in front of classmates, concern about grades, and worry about being lost in class. In addition, results indicated
that there was a significant negative relationship between students’ level of anxiety and their test scores. Suggestions about the best strategies
to reduce anxiety are offered.